This study investigated the impact of authentic learning strategies on undergraduate students’ knowledge in climate change education in universities in Oyo State, Nigeria. The study was motivated by the persistent use of conventional lecture-based instructional methods, which have been found inadequate in developing students’ practical skills and deeper understanding of environmental issues such as climate change. The study specifically examined the effectiveness of Problem-Based Learning (PBL) and Service Learning (SL) as authentic learning strategies. A quasi-experimental research design was adopted. The population consisted of undergraduate students from selected universities in Oyo State, while a multistage sampling technique was used to select intact classes from two departments each across the three institutions on the basis of science and non-science, in the end a total sample of 286 undergraduate students participated in the study. The participants were assigned to Service Learning, Problem-Based Learning, and Conventional Instructional Method groups. Data were collected using validated instruments measuring knowledge. Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that authentic learning strategies had a significant effect on students’ knowledge of climate change, with Service Learning producing the highest performance, followed by Problem-Based Learning, while the Conventional Method recorded the least performance. However, Gender and field of study had no significant main effects on undergraduates’’ knowledge in climate change, although a significant interaction effect between treatment and gender was observed. The study concluded that authentic learning strategies are effective in improving students’ knowledge of climate change. It was recommended that universities should adopt more student-centered and experiential teaching approaches, particularly Service Learning and Problem-Based L