Del saber a la acción: Revisión sistemática de la integración curricular en educación para el cambio climático en educación secundaria

The contemporary world is characterized by simultaneous and profound crises, with climate change being the most important environmental crisis of the 21st century. This context demands transformative educational responses that transcend the mere transmission of knowledge. This article presents a systematic review of the integration of climate change education into the secondary school curriculum. The PRISMA methodology was applied with searches in Scopus and Taylor & Francis using “climate change education,” “curriculum,” and “high school,” selecting open-access articles (2019-2024). The analysis revealed four categories: 1) Emotional education, highlighting critical emotional awareness and climate resilience; 2) Critical and local dimension, emphasizing territorial contextualization and environmental citizenship; 3) Interdisciplinary integration, contrasting cross-cutting versus disciplinary approaches; and 4) Professional teacher training. The findings show consensus on integrating emotional, contextual, and interdisciplinary dimensions into climate education, as well as innovating in teacher training. A notable absence of Latin American contributions was identified, suggesting a need for research with specific regional perspectives. The results indicate that climate change is an ideal curricular articulator, facilitating the integration of disciplinary knowledge, the development of socio-emotional skills, and collective action from local contexts, representing a transformative pedagogical opportunity.