The Sustainable Development Goals are an international initiative to put an end to poverty, safeguard the environment and climate, and guarantee that everyone can live in peace and prosperity. The improvement of education, awareness-raising, institutional and human capacity on climate change mitigation, adaptation, impact reduction, and early warning is one of the aims of Sustainable Development Goal 13 (climate change). To achieve this goal, educational institutions need to play their role to ensure that all their programs address Sustainable Development Goal 13. In this qualitative research approach study, the coverage of climate change education content at St. Peter’s University was investigated utilizing a case study research design and document analysis. This study gathered pertinent information from three modules that covered education for sustainable development using the convenience sampling method. Realist social theory was employed as an analytical and theoretical framework. The study’s conclusion unveiled that the modules’ coverage of climate change risks, hazards, mitigation, resilience, and adaptation measures is lacking. However, the discussion is not explicit; rather, it is generalized in terms of the definition of climate change and the number of countries affected by it. Even though climate change was discussed inequitably, the implication is that students would not be able to cascade climate change education content to citizens during teaching practice, inhibiting awareness, and acting toward a behavioral change that encourages risk identification, climate change injustices, mitigation, adaptation, and resilience.