Climate Change Education in Context: A Comparative Analysis of Secondary-School Level Policies, Pedagogies, and Practices in Türkiye and Sweden

This study offers a comparative analysis of climate change education (CCE) in secondary education in Türkiye and Sweden, examining how national contexts shape the curricular integration, pedagogical approaches, technological tools, and teacher preparation related to climate education. Drawing on a qualitative document analysis of national curricula, policy frameworks, and official support materials, and guided by Bray and Thomas’s multilevel comparative framework as well as Crossley and Watson’s emphasis on contextual sensitivity, the research highlights how governance structures, historical legacies, and educational traditions influence the design and delivery of CCE. Sweden emerges as a case of systemic and participatory integration of CCE, supported by interdisciplinary curricula, experiential learning methods, and sustained teacher development. In contrast, Türkiye’s approach reflects centralized policy-making, fragmented curricular implementation, and limited pedagogical support, despite recent advances such as the Environmental Education and Climate Change course. The findings indicate that while Sweden provides valuable reference points, the transfer of such practices to Türkiye and similar contexts requires careful adaptation to institutional capacities and policy cultures. The study concludes by proposing context-sensitive strategies to strengthen CCE, emphasizing curriculum coherence, teacher empowerment, and stronger connections between global climate challenges and local educational realities.