Educator perspectives on integrating climate change and environmental sustainability into occupational therapy education.

This article examines the perspectives of occupational therapy (OT) educators in the United States regarding the integration of climate change (CC) and environmental sustainability (ES) into entry-level OT curricula. Based on a survey of 64 educators, findings reveal diverse views: while many recognize the relevance and importance of CC and ES topics—particularly subtopics like disaster preparedness, occupational disruption, and the natural environment—significant barriers exist, including curricular overload, lack of explicit accreditation standards from the Accreditation Council for Occupational Therapy Education (ACOTE), and differing opinions on the scope of OT practice. Educators expressed a need for practical teaching resources and clearer connections between CC/ES content and OT competencies to facilitate curricular inclusion. The study highlights that successful integration depends on faculty development, curricular alignment, and accessible materials to prepare OT practitioners for health challenges in a changing climate.