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<p>This paper provides a narrative literature review of empirical studies on Climate Education (CE) topics for students enrolled in schools across the United States and the United Kingdom. It focuses on interdisciplinary, inquiry-based, and action-oriented approaches that extend beyond traditional didactic teaching methods. This review analyzes 12 peer-reviewed studies to examine students’ engagement, awareness, and agency regarding climate-focused topics. Three central themes emerged from this review of studies across both countries: (1) interdisciplinary, arts and humanities-based initiatives, (2) experiential/inquiry-based initiatives, and (3) action-oriented initiatives. Our findings indicate that students who engaged in storytelling, visual media production, conducted experiments, place-based projects, and community-based activities reported increased climate literacy, emotional engagement, and a stronger sense of collective responsibility. The review recommends designing future school-based initiatives that prioritize student voice, contextual connections, and interdisciplinary collaborations for advancing transformative climate education in schools in the US and UK.</p>

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An exploration of school-based climate education initiatives in primary through secondary schools in the US and the UK

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月19日

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  • Rukmini Manasa Avadhanam,
  • Ashish Sharma,
  • Jonathan Radcliffe,
  • Dimitris Potoglou,
  • Omer Rana,
  • Catherine Teehan,
  • Eleftheria Kontou,
  • John M. Anderies

摘要

This paper provides a narrative literature review of empirical studies on Climate Education (CE) topics for students enrolled in schools across the United States and the United Kingdom. It focuses on interdisciplinary, inquiry-based, and action-oriented approaches that extend beyond traditional didactic teaching methods. This review analyzes 12 peer-reviewed studies to examine students’ engagement, awareness, and agency regarding climate-focused topics. Three central themes emerged from this review of studies across both countries: (1) interdisciplinary, arts and humanities-based initiatives, (2) experiential/inquiry-based initiatives, and (3) action-oriented initiatives. Our findings indicate that students who engaged in storytelling, visual media production, conducted experiments, place-based projects, and community-based activities reported increased climate literacy, emotional engagement, and a stronger sense of collective responsibility. The review recommends designing future school-based initiatives that prioritize student voice, contextual connections, and interdisciplinary collaborations for advancing transformative climate education in schools in the US and UK.