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Climate change education continues to gain popularity among educationalists especially at university level. The Paris Agreement on climate change 2015 advocated for support towards this approach especially for universities in the developing nations. This paper aims to present a model linking university education to climate change interventions in the African context. This model has been developed based on findings from a larger study on opportunities and challenges for climate change education in the African context conducted in Uganda and Tanzania. The study adopted a multiple case study design with Makerere University in Uganda and University of Dar es-Salaam in Tanzania, collecting data from 58 participants. Data were collected through semi-structured in-depth interviews, focus group discussions and document review. Thematic analysis based on Braun and Clarke (2006) was used to analyze and interpret the data. Based on study findings, the model was developed by the research team. The model identifies the key roles (functions) of a typical African university and the potential climate change education interventions it can initiate. It also explains the various contextual factors dubbed key drivers for climate change education within the African context. Based on this model, it is expected that universities in similar contexts, that have not started climate change education programmes, could learn a big deal on potential interventions to implement and explore the key drivers for their own benefit. Those universities that are already implementing climate change education interventions could also find the model useful in helping them exploit the opportunities and key drivers to enhance their existing interventions.	 	Key words: Climate change education, African context, university education, key drivers.

Towards a theoretical model linking university education to climate change interventions in the African context