Termez State University provides climate-related education through public awareness campaigns, renewable-energy learning, environmental innovation, practical community activity and preparedness training. The university’s programmes address mitigation through energy conservation and green technology, adaptation through water and land management, and risk reduction through hazard awareness and protective action. Academic staff, students, the Youth Union, volunteer groups and public-sector partners contribute to this work. The 2025 GreenMetric records identify 122 participants in Earth Hour, 500 in Eco-innovations, 150 in the Sustainability and the Future of Energy seminar, and 300 in the Safe Life exercise.
The education reaches different local audiences through different forms of participation. Energy campaigns invite collective action on electricity use; exhibitions give students opportunities to explain environmental solutions; and seminars connect scientific knowledge with energy and sustainability practice. Community-water and land-management programmes extend learning to residents, school pupils and farmers. Hazard-awareness activities address the ability to recognise dangerous situations and respond safely. This combination gives the university’s climate education a practical purpose within campus life and the surrounding communities.
Earth Hour, recorded on 25 March 2025, used a one-hour switch-off of electrical equipment to promote energy conservation and environmental awareness. The submitted student-organisation register records 122 participants. The campaign made electricity use visible through a shared activity, linking environmental awareness to a change in everyday behaviour. Its educational contribution concerns mitigation: participants engage directly with the possibility of reducing avoidable energy consumption. The university’s public account and the GreenMetric-linked campaign entry provide the corresponding record of the event.
The Eco-innovations programme, reported on 19 September, offered a different form of learning. The event and community-service registers record 500 participants. The public outcome account describes three project categories encompassing environmental protection and climate change, waste reduction and renewable energy, and innovative ecological technology. Students could develop and present practical proposals, placing climate and environmental problems within a setting for scientific explanation and applied innovation. The award record lists three recipients at each prize level of UZS 6 million, UZS 4 million and UZS 2 million. Across those listed awards, nine recipients received a total of UZS 36 million.
On 24 October, Professor Ozoda Yuldasheva led the seminar “Sustainability and the Future of Energy: A Bridge between Science and Industry”. Faculty representatives, department heads and the university’s sustainability working group took part. The programme discussed green-energy systems, sustainable technologies and international experience, and the GreenMetric records report 150 participants. This event connected the university’s scientific and educational work with the practical development of cleaner energy. It provided a forum for discussing the technologies and institutional choices associated with climate mitigation.
Public environmental education was also reported on 15 April through Ecological Knowledge Day activities organised by Natural Sciences faculty members and ecology master’s students. The university’s environmental-projects page describes related seminar training for specialised school and lyceum pupils on innovative responses to environmental and climate problems. These activities extend university expertise beyond enrolled degree students and use academic staff and postgraduate learners as contributors to local awareness. The educational setting includes both public engagement and learning among younger pupils.
The university hosted further scientific discussion on 21 November through a national conference on the effective use of alternative and renewable energy in southern Uzbekistan and an international conference on green-economy experience, problems and solutions. The university news report and official Telegram account document these events. Their climate relevance lies in the discussion of technologies and economic approaches associated with a lower-carbon transition. They add research-based discussion to the university’s practical campaigns and environmental-learning activities.
Community participation provided additional opportunities for learning through local environmental work. The 2025 submission records 550 participants in a Green Space planting activity on 12 February with the Faculty of Foreign Philology Youth Union coordinator, and 1,000 in Intellectuals Gardens on 15 March. A separate university publication dated 20 February describes academic staff, tutors and volunteer students working in Temirchilar mahalla in Termez district, where around 100 conifer saplings were planted. The participant counts and the sapling count describe different outputs of the respective activities.
The submitted registers also record 500 participants in World Cleanup Day on 20 September and 1,000 in the Ecological Culture campaign on 24 October. The latter includes neighbourhood and roadside clean-up in Termez. The related October entries are treated as one campaign with the reported 1,000 participants. These activities support environmental awareness and community participation alongside the university’s climate-specific teaching. The numbers refer to individual event records and retain the connection between each count, its date and its activity.
Climate adaptation is addressed more directly through the university’s community-water programme. The official description includes seminars, open lectures and practical sessions in schools and mahallas, together with guidance on water conservation in households and agriculture. It describes open forums on climate effects on water resources and information on efficient irrigation. University staff and volunteers work with local residents and rural communities through discussion and demonstrations. This gives the educational programme a clear adaptation theme: understanding pressure on water resources and learning practices that improve their use.
The sustainable-land-use programme extends this practical approach to farming and soil management. Its public description includes community seminars, field sessions and demonstrations for farmers, students, women and small businesses. Topics include soil fertility in arid conditions, efficient use of water, organic fertilisers and renewable energy in production. Demonstration plots and professional learning for agricultural workers give these topics a practical setting. The relevance to climate education comes from linking dryland conditions and resource constraints with specific management practices that participants can discuss and observe.
Local adaptation research also provides material for environmental learning. The university’s 26 July Kattaqum report describes cooperation between its Regional Research Centre and the Xinjiang Institute of Ecology and Geography on moving sand and hot winds affecting settlements in Termez and Jarqo‘rg‘on districts. The work includes field monitoring, remote sensing, mapping and vegetation planning. The GreenMetric community-service record lists 150 participants for this project entry. It connects the university’s local environmental work with a concrete regional problem and a programme of protective measures.
The university’s climate-risk cooperation page describes exercises and seminar training with emergency-management and hydrometeorological organisations. The stated purposes include safe evacuation and assessment of hazardous situations. It also describes spring identification of areas exposed to flood and mudflow risk and media communication to residents about protective measures. This part of the programme concerns impact reduction and preparedness, translating risk information into guidance about how people should act when hazardous conditions develop.
A dated example of practical preparedness is the Safe Life exercise on 4 November 2025, organised with regional emergency-management representatives. The exercise aimed to strengthen the ability of students and academic staff to act correctly during emergencies, and the submitted student-activity register records 300 participants. It provides a practical training record within the university’s wider preparedness programme. Its contribution is the rehearsal of appropriate responses to emergencies, alongside the public hazard-awareness activity described in the official climate-risk programme.
Observation and training are also connected through the Meteobot automated meteorological station at the Western Campus. The submitted energy and climate innovations evidence describes real-time information on temperature, humidity, rainfall, wind, soil conditions and solar radiation. Its stated uses include climate research, environmental monitoring, early-warning activity and student training. This gives learners access to local environmental observations and connects climate education with the information used in research and risk-related work.
Institutional policies provide continuity across these activities. The Energy and Climate Change Programme for 2024–2030 covers the reporting year, while the Carbon Reduction and Net-Zero Policy is identified in the submitted energy and climate evidence as a framework for renewable energy, sustainable mobility, resource efficiency and environmental monitoring. The energy and climate impact statement describes participation by students and staff in awareness campaigns, renewable-energy demonstrations, training and research, with knowledge disseminated through public engagement and community activity.
The published staff-training programme includes green energy, climate mitigation, sustainable resource management, circular-economy approaches and sustainable campus development, and supports the integration of sustainability into teaching and research. The GreenMetric student-organisation evidence identifies the Youth Union primary organisation, Eco Club, volunteer groups and student initiative groups as contributors to sustainability activities. These delivery arrangements connect institutional policy with the people organising events, explaining environmental problems and carrying out practical work with local audiences.
The university’s 2025 submission places this climate education within a wider portfolio of 22 environment- and sustainability-related events, 14 sustainability activities organised by student organisations, and eight sustainability community-service projects involving students. These are portfolio counts across sustainability. The dated activities described above show the specific educational contribution to climate mitigation, water and land adaptation, environmental risk awareness and preparedness. Their individual participant figures preserve the scale of the reported activities without combining attendance across separate programmes into a single audience total.