Getting every school climate-ready: how countries are integrating climate change issues in education
This report answers the central question – how well is climate change integrated in national curricula – by a systemic review of the National Curriculum Frameworks of 100 countries on climate change education.
In the face of grave environmental and social challenges, there is a pressing need to prepare learners – of all ages – to engage in the world as responsible and concerned citizens contributing to the search for viable and sustainable solutions. Education must be a path for personal transformation, which can lead to the societal changes needed for us to address global problems and create a more sustainable, peaceful and just world for all. Schools stand at the forefront of localized change, introducing students to the knowledge, skills, values and abilities to act and consume more sustainably and build a more just society together. This report provides a detailed anlaysis of the "readiness" of schools across the world in delivering the education we need for sustainble development.
This document begins with the assumption that education is essential to prepare societies to address the climate crisis. UNESCO has been supporting countries to integrate the study of climate change into education through its focus on Education for Sustainable Development (ESD). However, there is a need to understand the depth of inclusion of climate change education within national curriculum frameworks.
This document responds to this need, drawing from data and methodologies used in prior UNESCO research. In particular, this report builds on research conducted for Learn for our planet, which analysed environment-related content within national curriculum frameworks and education sector plans for 46 countries. National Curriculum frameworks were available and analysed for 39 of those countries. This document includes an analysis of national curriculum frameworks for an additional 61 countries (100 countries in total, representing 52 per cent of UNESCO Member States).