Internatonal Journal of Humanites Social Sciences and Educaton (IJHSSE) Limited Awareness on Climate Change at the Zimbabwe Open University (Midlands Region): A Deterrent on Informaton Disseminaton R.V Mangizvo Senior Lecturer, Geography and Environmental Studies, Zimbabwe Open University (Midlands Region) rvmangizvo@gmail.com S. Chirume Lecturer, Mathematcs and Statstcs, Zimbabwe Open University (Midlands Region) skchirume@gmail.com P.J. Mahlatni Student Advisor, Zimbabwe Open University (Midlands Region), primtma@gmail.com Volume 2, Issue 5, May 2015, PP 188-198 ISSN 2349-0373 (Print) & ISSN 2349-0381 (Online) www.arcjournals.org ©ARC Page | 188 Abstract The study intended to establish the role played by the Midlands Region of the Zimbabwe Open University in the disseminaton of informaton on climate change. The study utlized a combinaton of quanttatve and qualitatve methods in gathering data. Questonnaires, interviews and observatons were used in collectng data from staf members and students in the ZOU Midlands Region. The study established that the ZOU Mid- lands Region was not doing enough in the disseminaton of climate change knowledge to students and the Gweru City community. Its curriculum which was determined at the natonal level did not treat climate change as a subject. The issues on climate change were treated in passing in most of the disciplines ofered by the university except in Geography and Environmental Studies. The study recommends that the ZOU Midlands Region should be at the centre of the disseminaton of informaton on climate change. The ZOU Midlands Re- gion should have workshops and conferences on climate change. Through its Natonal Centre the university should ofer programmes on climate change so as to fnd solutons to this devastatng phenomenon. Keywords: Climate Change, Universities, Zimbabwe Open University, Midlands Region. BACKGROUND TO THE STUDY Climate change is one of the most critical contemporary environmental challenges afecting the world. It has actually become a topical issue that has generated global debate among governments, scientists, environmentalists and advocates of a better society (Ekpoh and Ekpoh, 2011; Mbah and Ayegba, 2013; Umoru and Okeke, 2012). Climate change also known as global warming is associated with increases in temperatures and heat stress, more frequent drought and intense fooding, windstorms and disease outbreaks (IPCC, 2007). It has become a phenomenon that afects human lives in a number of ways that include foods and droughts. It is a challenge to development eforts particularly to countries with people who depend on rain-fed agriculture for their livelihoods (Archer, 2003; Gukurume, 2011; Slater et al., 2007; Yanda, 2010). Rainy seasons have become unpredictable, whilst temperatures have gone up causing soils to become dry. Te threats posed by climate change call for universities to play a signifcant role in coming up with solutions and ways of dealing with this adversity. Universities are institutions with the mandate to nurture, train, educate and monitor students in diferent bodies of knowledge which include climate change (Sanni et al., 2010). It is imperative therefore for respective disciplines within universities to infuse climate change issues in their curricula so as to improve climate literacy among students (Beck et al., 2013; Chakeredza et al., 2009). Since students live within communities, climate literacy is expected to cascade down to these communities. Tis will empower communities and enable them to comprehend challenges brought about by climate change. Pagham et al. (2013) contend that if the citizenry and institutions such as universities are well informed about by climate change they will be responsive to challenges brought about by climate change. Makena (2009) and Yanda (2010) postulate that it is critical for graduating students to be well