Increasing learning opportunities and teaching capacities in higher education (HE) institutions in the domain of disaster risk reduction (DRR) and climate change adaptation (CCA) is a key pre-requisite not only to enhance individual and collective knowledge, but also to forge resilient societies. However, several barriers exist that hinder the development and delivery of education curricula, including, e.g. fragmentation of DRR education offers across different departments and programs, limited availability of guidelines for standard requirements, and inadequate funding. Little research has been carried out to compare HE practices, to identify similarities, differences and emerging trends. In this paper, we present a review of the literature and of existing practices, including e.g. master’s programs, postgraduate diploma/certificates, training courses, and transnational academic networks. The analytical framework includes content, pedagogical and structural features, practice orientation, and institutional anchoring. Emerging trends include an increasing relevance attributed to topics such as the use of big data for DRR/CCA, social aspects of DRR/CCA, multi-risk approaches, synergies between CCA and DRR, and links between disasters and development. Critical and creative thinking-led teaching, engagement of practitioners for teaching, multi-/inter- and trans-disciplinary approaches are presented as pedagogical innovations in several practices. Future research should focus on the development of databases, monitoring and evaluation approaches to provide an overview of HE practices for those involved in or willing to develop new initiatives.