This chapter provides insights into how Zambian universities are responding to climate change precarities and inequalities. Drawing from one case study on the advancement of ecological capabilities for environmental sustainability undertaken in Zambia between 2022 and 2024, this chapter illuminates the various initiatives one public university has embarked on to bridge persisting knowledge and action gaps between universities and climate vulnerable communities. It engages a human-centered framework to suggest ways African universities can further enhance their contributions toward climate response. Specifically, a capability-based whole-of-university approach to climate change teaching, learning, research, and engagement is suggested. This project was conducted at one Zambian public university and included perspectives of 4 environmental education lecturers, 12 environmental education students, and 13 graduates, respectively. This chapter also includes insights from a government point of view on what universities can do respond to increased climate change-induced inequalities. This involves perspectives from three environmental industry experts in Zambia. Data was collected through a two-staged methodological process which combined review of documents and in-depth semistructured interviews. Findings indicate that the Zambian university demonstrates a notable contribution to climate action through on-campus and off-campus initiatives, a prioritization of sustainability teaching and research as response to bridge current ecological epistemic gaps. However, this is not without limitations warranting the need for universities to do better in enhancing these initiatives. Therefore, this chapter prompts a reimagination of the African university’s role in bridging epistemic gaps in view of climate change. This hinges on the evidence that climate change is already exacerbating preexisting socioeconomic development challenges, with implications for Zambia’s most vulnerable sectors, including food security, water resources, forestry, human health, and well-being. These dynamics shape the ecological-political economy of climate change in Zambia and exacerbate inequalities especially among those susceptible to climate threats. Notably, the gaps between the geosocioeconomically haves and have-nots, attributed to environmental and climate-induced concerns, are characterized by deprivations of access to pollution free water and air, access to food, quality education, and active participation in climate change discourse. In general, these gaps also highlight diverse constraints in the pursuit of lives one may have reason to value in view of climate change mitigation and adaptation. Therefore, in the absence of widened ecoepistemic freedoms, this chapter argues that climate change-induced inequalities in Zambia will only widen. Significantly, these inequalities point to the absence of ecoepistemic freedoms within Zambia’s ecopolitical economy of climate change. In the context of climate change, ecoepistemic freedoms are indicative of the ability of students, communities, and all vulnerable populations to have access [to], comprehend, and actively participate in producing climate change knowledge and effective response mechanisms within their lived contexts. Beyond academic teaching, universities should strengthen community-based informal initiatives, research inventories and financing, network support, and partnerships and decarbonize their institutions.