This study was conducted to evaluate the level of climate literacy and awareness among students at Shahid Chamran University. It employed an applied research design with a descriptive–survey methodology. The target population consisted of all undergraduate, master’s, and doctoral students enrolled at Shahid Chamran University of Ahvaz during the 2024–2025 academic year. According to official data from the university portal, the total student population was approximately 14,000. The sample size was determined using the Krejcie and Morgan table, which indicated that a minimum of 375 participants would provide adequate representation. A simple random sampling method was applied: students’ names in each faculty were numbered, and the sample was drawn using a random number table. Questionnaires were distributed through both face-to-face delivery and electronic submission via Gmail. In total, 356 valid questionnaires were returned and included in the final dataset. The inclusion criteria ensured that participants were (1) actively enrolled in the current semester, (2) willing to participate with informed consent, and (3) had completed or were currently enrolled in at least one basic or general course relevant to environmental sciences. The exclusion criteria were defined as (1) more than 20% missing responses in the questionnaire and (2) withdrawal from the study at any stage of data collection. Data were collected using the standardized Climate Literacy Questionnaire developed by Clary and Wandersee (2013). The original version contained 18 items, combining a five-point Likert scale with short-answer questions. The Persian translation underwent a face validity review by three faculty members from the Department of Environmental Engineering and two from the Department of Library and Information Science. Based on their feedback, four items that were inconsistent with the cultural and academic context of the study population were removed, resulting in a final instrument containing 12 items. To assess reliability, a pilot test was conducted with 30 students outside the main sample. The Cronbach’s alpha coefficient for the revised version was 0.82, confirming satisfactory internal consistency. Data analysis included descriptive statistics—frequency, percentage, mean, and standard deviation—as well as inferential analyses, including one-sample t-tests and analysis of variance (ANOVA), all performed using SPSS version 20. The findings revealed that over half of the participants held relatively homogeneous attitudes toward climate change. Many respondents demonstrated awareness of the role of fossil fuels, particularly emissions from vehicles and industrial processes, in producing nitrogen oxides and greenhouse gases. This indicated a foundational understanding of the link between anthropogenic activities and climate change. Students also recognized the contribution of traditional agricultural practices and the excessive use of chemical fertilizers to increased atmospheric carbon dioxide levels. While this reflects awareness of certain major sources of environmental pollution, it also underscores the need for a more comprehensive understanding of other sources and the broader impacts of greenhouse gas emissions. Respondents displayed clear recognition of the consequences of global warming, including thermal instability, glacier melting, and rising sea levels. Overall, the level of climate literacy among the surveyed students was found to be satisfactory. No statistically significant differences in climate literacy were observed when analyzed by demographic variables such as age and academic level. The study also examined the primary channels through which students acquired climate-related knowledge. Results indicated that a substantial portion of this knowledge was obtained from both formal e ducational sources—such as in-person and online classes—and informal digital platforms, including social media and online news websites. This finding highlights the necessity of integrating formal instruction with credible scientific resources to strengthen climate literacy. Improving climate literacy is essential for equipping younger generations with the knowledge and skills required to address environmental challenges and contribute meaningfully to sustainable development. To prevent superficial or fragmented understanding, students should be encouraged to consult peer-reviewed scientific literature and other reliable resources alongside easily accessible online content. University libraries can play a pivotal role in advancing climate literacy. As central academic hubs, they can host training programs, workshops, and webinars on climate change, specifically tailored to meet the needs of Shahid Chamran University students. Such initiatives can help mitigate the long-term adverse effects of climate change and safeguard the well-being of future generations. Collaborative engagement with subject-matter experts and faculty members in environmental sciences and agriculture would ensure the scientific rigor and accuracy of these programs. Beyond transferring knowledge, these activities have the potential to foster positive and responsible environmental attitudes, as well as to encourage sustainable behaviors aimed at reducing the impacts of climate change. In conclusion, enhancing climate literacy empowers students to act as informed, proactive, and responsible citizens, committed to environmental protection and the pursuit of sustainable development.