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<p>Climate change poses one of the most pressing global challenges of the twenty-first century, yet the capacity of science education to foster climate literacy and sustainable behaviour remains unevenly realised. This study systematically reviewed empirical and conceptual research published between 2018 and 2025 to examine how climate change education (CCE) is integrated into science curricula and how it supports the achievement of Sustainable Development Goal 13 (Climate Action). A total of forty-five peer-reviewed studies met the inclusion criteria after an extensive search on Scopus and Google Scholar. Data were analysed using a four-domain coding framework focusing on instructional practices, teacher competence, student outcomes, and curriculum integration. The findings revealed that while inquiry-based, project-based, and SSI-STEAM approaches are highly effective in improving students’ conceptual understanding and engagement, disparities persist in curriculum coherence, teacher preparedness, and institutional support. Moreover, limited policy alignment and insufficient teacher training continue to constrain the systematic implementation of CCE. The review concludes that science education has the potential to contribute to environmental awareness, critical thinking, and engagement with climate issues when supported by coherent curriculum reform and professional development. The study recommends strengthening national policies, expanding teacher capacity-building initiatives, and deepening research into the long-term behavioural and career impacts of climate change education on learners.</p>

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Systematic review of science education approaches to climate change education and sustainable development goal 13

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月22日

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  • Bamidele Emmanuel Tijani,
  • Adeniyi Michael Adeduyigbe

摘要

Climate change poses one of the most pressing global challenges of the twenty-first century, yet the capacity of science education to foster climate literacy and sustainable behaviour remains unevenly realised. This study systematically reviewed empirical and conceptual research published between 2018 and 2025 to examine how climate change education (CCE) is integrated into science curricula and how it supports the achievement of Sustainable Development Goal 13 (Climate Action). A total of forty-five peer-reviewed studies met the inclusion criteria after an extensive search on Scopus and Google Scholar. Data were analysed using a four-domain coding framework focusing on instructional practices, teacher competence, student outcomes, and curriculum integration. The findings revealed that while inquiry-based, project-based, and SSI-STEAM approaches are highly effective in improving students’ conceptual understanding and engagement, disparities persist in curriculum coherence, teacher preparedness, and institutional support. Moreover, limited policy alignment and insufficient teacher training continue to constrain the systematic implementation of CCE. The review concludes that science education has the potential to contribute to environmental awareness, critical thinking, and engagement with climate issues when supported by coherent curriculum reform and professional development. The study recommends strengthening national policies, expanding teacher capacity-building initiatives, and deepening research into the long-term behavioural and career impacts of climate change education on learners.