Are We Preparing Learners for Climate Action? Reflections from Our Systematic Review
Published in Sustainability and Education
As science educators and researchers, we are often confronted with an important question: Can science education do more than teach climate science—can it inspire meaningful climate action?
This question motivated our systematic review, recently published in Discover Environment. We sought to examine how climate change education (CCE) is being integrated into science education and what evidence exists regarding its contribution to achieving Sustainable Development Goal 13 (Climate Action).
To answer this question, we systematically reviewed 45 empirical and conceptual studies published between 2018 and 2025. The studies spanned secondary and higher education contexts and explored curriculum integration, instructional practices, teacher preparedness, student outcomes, and sustainability-related competencies.
One of the most encouraging findings was the effectiveness of learner-centred pedagogies. Inquiry-based learning, project-based learning, and socio-scientific issues integrated with STEM (SSI-STEAM) consistently enhanced students' climate literacy, conceptual understanding, critical thinking, and engagement. These approaches moved climate change beyond abstract scientific concepts and connected learning to real-world environmental challenges.
We also found growing evidence supporting technology-enhanced climate education. Augmented reality, simulations, virtual learning environments, and place-based learning experiences helped students visualise complex climate systems and better understand local climate impacts. Such approaches reduced the psychological distance often associated with climate change and encouraged a stronger sense of environmental responsibility.
However, the review also revealed significant implementation challenges.
Across many educational systems, climate change education remains inconsistently integrated into science curricula. Climate-related topics are frequently treated as cross-cutting themes rather than core, assessable components of science education. Consequently, the depth and quality of students' learning experiences often depend on institutional priorities and individual teacher initiative.
Teacher preparedness emerged as another critical concern. Many educators reported limited confidence, insufficient professional development opportunities, and inadequate resources for teaching climate-related content. Curriculum overload, policy gaps, and institutional constraints further complicated implementation efforts.
Perhaps one of the most thought-provoking findings was the importance of the emotional dimension of climate education. Several studies highlighted the need to balance scientific understanding with hope, agency, and resilience. While climate change can generate anxiety and feelings of helplessness among learners, effective educational approaches can empower students to view themselves as part of the solution rather than passive observers of a global crisis.
The review also suggests that structured exposure to climate and sustainability education may influence students' future orientations toward sustainability-related careers and environmentally responsible behaviours. Although more longitudinal research is needed, the evidence points to the transformative potential of science education in shaping climate-conscious citizens and professionals.
Our findings reinforce the idea that science education has a vital role to play in addressing climate change. However, realising this potential requires more coherent curriculum frameworks, stronger policy alignment, sustained teacher professional development, and continued research into the long-term impacts of climate education.
As climate challenges become increasingly visible across the globe, the question remains highly relevant:
Are we adequately preparing learners not only to understand climate change, but also to respond to it?
We hope this review contributes to ongoing discussions among educators, researchers, policymakers, and practitioners working to strengthen climate literacy and advance climate action through education.
Article DOI: https://doi.org/10.1007/s44274-026-00771-8
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