PRME Climate Literacy Training (February 2026) — registration now open
Date: 4, 11, 18, and 25 February 2026 at 12:00 PM ET (18:00 Budapest time).
Location: Online
The fifth and final session on 4 March is dedicated to the assessment.
While the schedule is designed for North American time zones, anyone from the PRME community is eligible to join.
The programme equips participants with practical knowledge and skills to make high-impact changes in their work – such as research, teaching, or consultancy – to help reduce carbon emissions while addressing multiple other SDGs. A certificate is provided upon full participation and completion of the training, and participants who attend all sessions and complete the assessment may have the opportunity to become certified carbon literate and trainers themselves.
Questions: clt@unprme.org
What is it like to take part? Below, Rahma Ben Lazreg, a 2025 PRME Climate Literacy Training participant and PhD student at Corvinus University of Budapest, shares her experience and key takeaways in a short interview.
The interview was conducted by Marcell András Kiss.
Please introduce yourself, and tell us how you came to join the PRME Climate Literacy Training?
Rahma Ben Lazreg: My name is Rahma Ben Lazreg. I’m from Tunisia, and I’m currently enrolled in a PhD programme at Corvinus University of Budapest under the Sustainable Development programme. My research focuses on corporate sustainability and carbon taxation – especially in the Middle East and North Africa (MENA) region – and how policy could help reduce corporate emissions.
I found the training opportunity through my supervisor, Dr Katalin Ásványi. She encouraged me to join because, regardless of your topic, understanding the basics of carbon is a necessary first step.
What are your thoughts about the training? What were your key takeaways?
Rahma: I learned a lot about carbon – exactly what “literacy” suggests: the basics. For me, the programme was the ABCs of carbon. You need to learn the alphabet before you can understand complex ideas.
What I really liked was that it was very factual but also built on many case studies. We had professors covering examples from different regions, including the MENA region, which was very relevant for my research. The focus was on understanding emissions, learning how to roughly estimate carbon emissions from activities, and how we can contribute as individuals to lowering our carbon footprint in daily life.
How were participants assessed?
Rahma: The assessment was personal and practical. It wasn’t about definitions or yes/no questions. It was more like what did you learn, how will you apply it, what changes will you make – and how much carbon could you save by changing your habits. That made it feel very real.
Was there anything that really surprised you?
Rahma: Definitely. The first session included a quiz to challenge misinformation and assumptions. You think you already know a lot, but then you realize some things aren’t what you believed. For example, lifestyle choices – like changing what you eat – can have a bigger impact than people often assume. The training tried to bring a more factual perspective, including how to calculate footprints more realistically.
Any challenges people should be aware of before applying?
Rahma: It is time-consuming. Sessions can be two hours or more, and they can be information-heavy – sometimes overwhelming. There are also quizzes and homework participants need to do. But you learn something new constantly. It helps to take notes, and there is also a community space where participants can chat with each other, which is nice.
Who would you recommend the training to?
Rahma: To anyone who wants to understand sustainability – especially carbon – and who wants to have an impact. The assessment is manageable, and it helps you focus on controlling your footprint and adopting more sustainable habits, like eating less meat. If you’re considering becoming a climate literacy trainer yourself, I can also highly recommend this training. Educating others can be a sustainable action with an even wider impact. This is also something I reflected on in my assessment – and in my thesis: becoming a trainer could create an exponential impact compared to only changing my individual habits.