Assessing the integration of climate change education in Sri Lanka’s secondary education system

Climate change education is widely recognized as a cornerstone of global efforts to build climate resilience and sustainability. This study investigates the current status and integration of climate change education within Sri Lanka’s secondary school curriculum, evaluating the extent to which students are equipped with the knowledge, skills, and values necessary to engage in climate mitigation and adaptation. Using qualitative content analysis, the study examines a sample of national curriculum materials across three secondary education stages (Grades 6–13). The materials were assessed for thematic coverage, depth of climate change-related content, practical engagement strategies, and inclusiveness across student streams. The analysis reveals that while some references to climate change appear in subjects like Science and Geography, the content is largely theoretical, fragmented, and inadequately adapted to local contexts. Practical elements related to climate action, particularly community-based adaptation and mitigation strategies, are largely absent. This uneven distribution may result in fewer opportunities for students in subject pathways where climate-related content is less systematically represented. This study identifies critical policy and pedagogical gaps and provides timely recommendations as the country embarks on a major curriculum revision.