Local Solutions to Global Problems: Interdisciplinary Climate Crisis Education and Curriculum Implementation for Gifted Students

This study explores the effectiveness of an interdisciplinary social studies curriculum designed for gifted seventh-grade students, focusing on climate crisis, global citizenship, and sustainability themes. Grounded in the urgency of environmental education, the curriculum integrates scientific, technological, and social knowledge to foster critical and creative thinking. Utilizing an action research methodology, the study involved iterative planning, implementation, observation, and reflection cycles with twelve gifted students in a Turkish Science and Art Center (SAC). Data were collected through digital portfolios, performance tasks, rubrics, and student reflections. The findings revealed increased environmental awareness, improved data literacy, enhanced empathy through drama activities, and effective use of technology in sustainability projects. Students developed and partially implemented personal eco-action plans. The study contributes to the field by offering a scalable model of interdisciplinary education tailored to gifted learners, highlighting the need for sustainable and student-centered practices in curriculum design. Recommendations for teacher training and policy support are also presented.