Climate change education:A review of some current approaches and opportunities for developing its role in the curriculum

Climate change will have unpredictable effects for young people and their futures (IPCC, 2023). The government’s Curriculum and Assessment Review (DfE, 2025) affords an opportunity for educators to reflect on the purpose and efficacy of climate change education (CCE) through the lens of school curricula. The interim report (DfE, 2025, p. 26) acknowledges the need for students to be adaptable in a changing world, with a ‘greater focus on sustainability and climate science’. This aim builds on recommendations in the Department for Education’s sustainability strategy (DfE, 2022) and their (2023) climate action plans, required for educational settings by September 2025. The importance of CCE is also supported by recent surveys of teachers and secondary school students (Reboot the Future, 2023; Walshe et al., 2024).<br/><br/>This article summarises research considering where CCE is currently situated in the curriculum in England, and where there could be further opportunities to embed CCE in formal school settings. It is beyond the scope of this article to discuss extracurricular opportunities for CCE, such as eco-clubs, litter-picking and Forest Schools, although it should be acknowledged that much effective CCE can take place outside of the formal curriculum.