Learning Approach to Climate Change Education as a Framework for Sustainability Education: A Systematic Review of Literature

Syarifatul Luthfia

doi:10.20885/ijcer.vol9.iss1.art4

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December 31, 2024

Accepted

February 21, 2025

Published

April 30, 2025

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Abstract

Earth's society is facing a complex problem, it is climate change. This phenomenon has caused significant impacts on human life, such as water crises, natural disasters, health problems, food shortages, and other socio-economic challenges. Educational must contributes to this important matter. Therefore, the development of a sustainable educational framework to address this issue is imperative. Education is a strategic field to influence individuals, particularly students to develop knowledge, skills, and the capacity to adapt and mitigate to climate change. Based the importance of sustainable education to face climate change problems, needed to study about the approach of climate change-related learning. The aim of this research is to gain an in-depth insight into the various approaches of Climate change Education (CCE) application in primary and secondary school. This study used a systematic literature review method to collect and analyse data from 28 articles relevant to the topic under study. So far, there hasn't conducted study about the approach climate change learning with SRL (Systematic Review of Literature) methode from 2015 to 2024 from diverse prespectives. Results of the study classified various of approaches, there are curriculum, professional development, learning model, interdicipliner, project, and community approach. This research shows that climate change education involves not only students and teachers but also the local community. The implications of the results of this study are useful for the development of climate change education as sustainability education.

Keywords

climate change approach learning model sustainability education personal development curriculum

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How to Cite

Luthfia, S. (2025). Learning Approach to Climate Change Education as a Framework for Sustainability Education: A Systematic Review of Literature. IJCER (International Journal of Chemistry Education Research), 9(1), 31–41. https://doi.org/10.20885/ijcer.vol9.iss1.art4

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References

J. Kranz, M. Schwichow, P. Breitenmoser, and K. Niebert, “The (Un)political Perspective on Climate Change in Education—A Systematic Review,” Sustainability (Switzerland), vol. 14, no. 7, Apr. 2022, doi: 10.3390/su14074194.
A. H. Ahmed, O. A. Ibrahim, and M. W. Agunbiade, “Integrating Climate Change and Smart Agriculture Contents into Nigerian School Curriculum,” Indonesian Journal of Curriculum and Educational Technology Studies, vol. 10, no. 1, pp. 1–8, Apr. 2022, doi: 10.15294/ijcets.v10i1.50938.
J. Maxwell and G. Blashki, “Teaching about climate change in medical education: an opportunity,” J Public Health Res, vol. 5, p. 673, 2016, doi: 10.4081/jphr.2016.673 .
Nwankwoala, “Causes of Climate and Environmental Changes: The need for Environmental-Friendly Education Policy in Nigeria,” Journal of Education and Practice, vol. 6, no. 30, pp. 224–234, 2015, [Online]. Available: https://eric.ed.gov/?id=EJ1081366
C. Kwauk and O. Casey, “Approaches to quality education for climate action A new green learning agenda Approaches to quality education for climate action,” 2021. Accessed: Feb. 19, 2025. [Online]. Available: https://www.brookings.edu/wp-content/uploads/2021/01/Brookings-Green-Learning-FINAL.pdf
D. Long and J. Henderson, “Climate change as superordinate curriculum?,” Research in Education, vol. 117, no. 1, pp. 73–87, Nov. 2023, doi: 10.1177/00345237231160080.
N. W. Feinstein and K. J. Mach, “Three roles for education in climate change adaptation,” Climate Policy, vol. 20, no. 3, pp. 317–322, Mar. 2020, doi: 10.1080/14693062.2019.1701975.
M. I. C. Valencia, “Introducing Education For Sustainable Development (ESD) In The Educational Institutions In The Philippines,” Journal of Sustainable Development Education and Research, vol. 2, no. 1, pp. 51–57, 2018, doi: 10.17509/jsder.v2i1.12358.
D. Lombardi, E. M. Nussbaum, and G. M. Sinatra, “Plausibility Judgments in Conceptual Change and Epistemic Cognition,” Educational Psychologist, vol. 51, no. 1, pp. 35–56, Jan. 2016, doi: 10.1080/00461520.2015.1113134.
N. Panic, E. Leoncini, G. De Belvis, W. Ricciardi, and S. Boccia, “Evaluation of the endorsement of the preferred reporting items for systematic reviews and meta-analysis (PRISMA) statement on the quality of published systematic review and meta-analyses,” PLoS One, vol. 8, no. 12, Dec. 2013, doi: 10.1371/journal.pone.0083138 .
J. Wen, Y. Ren, L. Wang, Y. Li, Y. Liu, M. Zhou, P. Liu, L. Ye, Y. Li, and W. Tian, “The reporting quality of meta-analyses improves: A random sampling study,” J. Clin. Epidemiol., vol. 61, no. 8, pp. 770–775, 2008, doi: 10.1016/j.jclinepi.2007.10.008.
B. Hutton et al., “The PRISMA extension statement for reporting of systematic reviews incorporating network meta-analyses of health care interventions: Checklist and explanations,” Ann. Intern. Med., vol. 162, no. 11, pp. 777–784, Jun. 2015, doi: 10.7326/M14-2385.
H. Cantell, S. Tolppanen, E. Aarnio-Linnanvuori, and A. Lehtonen, “Bicycle model on climate change education: Presenting and evaluating a model,” Environ. Educ. Res., vol. 25, pp. 1–15, 2019, doi: 10.1080/13504622.2019.1570487.
P. Howard-Jones, D. Sands, J. Dillon, and F. Fenton-Jones, “The views of teachers in England on an action-oriented climate change curriculum,” Environ. Educ. Res., vol. 27, no. 11, pp. 1660–1680, 2021, doi: 10.1080/13504622.2021.1937576.
K. K. C. Cheung, “A structural model of future-oriented climate change optimism in science education: PISA evidence from countries with top environmental protection index,” Res. Sci. Educ., pp. 1–21, 2024, doi: 10.1007/s11165-024-10164-7.
T. Moloi, M. Matabane, C. Simuja, B.-I. Seo, and B. Tarman, “Constructing a Social Justice Curriculum Policy in the 21st Century”, REPAM, vol. 5, no. 3, p. i-iv, Dec. 2023., doi: 10.46303/repam.2023.36.
R. A. Howell and S. Allen, “Significant life experiences, motivations and values of climate change educators,” Environ Educ Res, vol. 25, no. 6, pp. 813–831, Jun. 2019, doi: 10.1080/13504622.2016.1158242.
H. A. Neville, “Social Justice Mentoring: Supporting the Development of Future Leaders for Struggle, Resistance, and Transformation,” Couns Psychol, vol. 43, no. 1, pp. 157–169, Dec. 2014, doi: 10.1177/0011000014564252.
C. D. Trott, “Envisioning action‐oriented and justice‐driven climate change education: Insights from youth climate justice activists,” Children & Society, 2024, [Online]. Available: https://api.semanticscholar.org/CorpusID:267948349
N. Shea, C. Mouza, and A. Drewes, “Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs,” J Sci Teacher Educ, vol. 27, pp. 235–258, 2016, doi: 10.1007/s10972-016-9456-5.
L. Madden, L. Ammentorp, N. Magee, and G. Taylor, “Marine Science, Climate Change, and the Next Generation Science Standards: Understanding the Knowledge and Perspectives of K-8 New Jersey Teachers,” Current: The Journal of Marine Education, vol. 38, no. 1, pp. 3–15, 2023, doi: 10.5334/cjme.7.
E. Plutzer and A. L. Hannah, “Teaching climate change in middle schools and high schools: investigating STEM education’s deficit model,” Clim Change, vol. 149, no. 3, pp. 305–317, 2018, doi: 10.1007/s10584-018-2253-8.
A. Drewes, J. Henderson, and C. Mouza, “Professional development design considerations in climate change education: teacher enactment and student learning,” Int J Sci Educ, vol. 40, no. 1, pp. 67–89, Jan. 2018, doi: 10.1080/09500693.2017.1397798.
M. Karpudewan, W. Roth, and M. N. S. Abdullah, “Enhancing Primary School Students’ Knowledge about Global Warming and Environmental Attitude Using Climate Change Activities,” Int J Sci Educ, vol. 37, p., 2014, doi: 10.1080/09500693.2014.958600.
V. Dawson, “Western Australian High School Students’ Understandings about the Socioscientific Issue of Climate Change,” Int J Sci Educ, vol. 37, no. 7, pp. 1024–1043, 2015, doi: 10.1080/09500693.2015.1015181.
J. Wu and J. Lee, “Climate change games as tools for teaching and engagement,” Nat Clim Chang, vol. 5, pp. 413–418, 2015, doi: https://doi.org/10.1038/nclimate2566.
M. Fung, L. Tedesco, and M. Katz, “Games and climate literacy,” Nat. Geosci., vol. 8, p. 576, 2015, doi: 10.1038/ngeo2499.
B. D. Douglas and M. Brauer, “Gamification to prevent climate change: A review of games and apps for sustainability,” Curr. Opin. Psychol., vol. 42, pp. 89–94, 2021, doi: 10.1016/j.copsyc.2021.04.008.
M. J. Jacobson, L. Markauskaite, A. Portolese, M. Kapur, P. K. Lai, and G. Roberts, “Designs for learning about climate change as a complex system,” Learn Instr, vol. 52, pp. 1–14, 2017, doi: 10.1016/j.learninstruc.2017.03.007.
D. M. Markowitz, R. Laha, B. P. Perone, R. D. Pea, and J. N. Bailenson, “Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change,” Front Psychol, vol. 9, p., 2018, doi: 10.3389/fpsyg.2018.02364.
T. Anggraeni and T. Aminatun, “Understanding Climate Change Topics Critically Through Android-based Module for Student,” Indonesian Journal of Curriculum and Educational Technology Studies, vol. 7, pp. 80–88, 2019, doi: 10.15294/ijcets.v7i2.32146.
T. Dormody, P. Skelton, G. Rodriguez, D. DuBois, and D. Vanleeuwen, “Assessing the Impact of Weather and Climate Curriculum on Youth Science Comprehension,” J Agric Educ, vol. 62, p. 2021, 2021, doi: 10.5032/jae.2021.03153.
A. Al Mufida, A. Widodo, and R. Solihat, “Application of Immersive Virtual Learning to Understanding Climate Change Concepts and Thinking Process Skills,” Jurnal Penelitian Pendidikan IPA, vol. 8, no. 3, p., 2022, doi: 10.29303/jppipa.v8i3.1673.
S. Efwinda, I. Puspita, P. Damayanti, A. Hakim, M. Syam, “Enhancing Critical Thinking On Climate Change: TPACK Implementation in PBL with Digital Posters,” Edusains, vol. 15, no. 2, p., 2023, doi: 10.15408/es.v15i2.33230.
L. Zangori, A. Peel, A. Kinslow, P. Friedrichsen, and T. D. Sadler, “Student development of model-based reasoning about carbon cycling and climate change in a socio-scientific issues unit,” J Res Sci Teach, vol. 54, no. 10, pp. 1249–1273, 2017, doi: 10.1002/tea.21404.
C. Trott, “Reshaping our world: Collaborating With Children For Community-Based Climate Change Action,” Action Research, vol. 17, pp. 42–62, 2019, doi: 10.1177/1476750319829209.
J. Bentz, “Learning about climate change in, with and through art,” Clim Change, vol. 162, no. 3, pp. 1595–1612, 2020, doi: 10.1007/s10584-020-02804-4.
S. I. Putri, I. Hamidah, and W. Liliawati, “Analysis of Needs for Development of Android-Based Socioscientific Issues Teaching Materials on the Topic of Climate Change to Improve Students’ Decision-Making,” Jurnal Penelitian Pendidikan, vol. 9, no. 10, p., 2023, doi: 10.29303/jppipa.v9i10.3694.
M. Ábalos, I. Ortega López, B. Rodríguez-Fonseca, and M. Gil Gayo, “An educational project exploring the synergy between art and science to improve understanding and awareness of climate change,” in Int. Conf. Socioecos 2024: Climate Change, Sustainability and Socio-Ecological Practices, Jun. 2024, pp. 744–760, doi: 10.1387/conf.socioecos.2024.
J. Kieslinger, P. Pohle, V. Buitrón, and T. Peters, “Encounters between experiences and measurements: The role of local knowledge in climate change research,” Mt Res Dev, vol. 39, no. 2, pp. R55–R68, May 2019, doi: 10.1659/MRD-JOURNAL-D-18-00063.1.
T. D. Sadler, Ed., Socio-scientific issues in the classroom: Teaching, learning and research. 1st ed. Dordrecht, Netherlands: Springer, 2011, doi: 10.1007/978-94-007-1159-4.
M. U. Genisa, B. Subali, Djukri, A. Agussalim, and H. Habibi, “Socio-scientific issues implementation as science learning material,” Int. J. Eval. Res. Educ., vol. 9, no. 2, pp. 311–317, Jun. 2020, doi: 10.11591/ijere.v9i2.20530.
A. Cutter-Mackenzie and D. Rousell, “Education for what? Shaping the field of climate change education with children and young people as co-researchers,” Child. Geogr., vol. 17, no. 1, pp. 90–104, 2018, doi: 10.1080/14733285.2018.1467556.`
J. A. Rudd, R. Horry, and R. L. Skains, “You and CO2: A public engagement study to engage secondary school students with the issue of climate change,” J. Sci. Educ. Technol., vol. 29, pp. 230–241, 2020, doi: 10.1007/s10956-019-09808-5.
R. B. Stevenson, J. Nicholls, and H. Whitehouse, “What is climate change education?,” Curric. Perspect., vol. 37, pp. 67–71, 2017, doi: 10.1007/s41297-017-0015-9.
E. P. Luey, R. Manning, and S. Ratuva, “The status of Indigenous knowledge, environmental issues and climate change in science education: Talanoa from Ha‘apai (Tonga) and Port Vila (Vanuatu) secondary schools,” Journal of Interdisciplinary Research, vol. 8, no. 1, pp. 588 – 609, 2024, doi: 10.26021/15181.
S. R. Stapleton, “A case for climate justice education: American youth connecting to intragenerational climate injustice in Bangladesh,” Environ. Educ. Res., vol. 25, no. 5, pp. 732–750, 2018, doi: 10.1080/13504622.2018.1472220.
A. Siegner and N. Stapert, “Climate change education in the humanities classroom: a case study of the Lowell school curriculum pilot,” Environ Educ Res, vol. 26, no. 4, pp. 511–531, 2020, doi: 10.1080/13504622.2019.1607258.
A. A. Granderson, “The role of traditional knowledge in building adaptive capacity for climate change: Perspectives from Vanuatu,” Weather, Climate, and Society, vol. 9, no. 3, pp. 545–561, Jul. 2017, doi: 10.1175/WCAS-D-16-0094.1.
R. Datta, “Relationality in Indigenous Climate Change Education Research: A Learning Journey from Indigenous Communities in Bangladesh,” Australian Journal of Environmental Education, vol. 40, no. 2, pp. 128–142, 2024. doi: 10.1017/aee.2024.13.

References

J. Kranz, M. Schwichow, P. Breitenmoser, and K. Niebert, “The (Un)political Perspective on Climate Change in Education—A Systematic Review,” Sustainability (Switzerland), vol. 14, no. 7, Apr. 2022, doi: 10.3390/su14074194.

A. H. Ahmed, O. A. Ibrahim, and M. W. Agunbiade, “Integrating Climate Change and Smart Agriculture Contents into Nigerian School Curriculum,” Indonesian Journal of Curriculum and Educational Technology Studies, vol. 10, no. 1, pp. 1–8, Apr. 2022, doi: 10.15294/ijcets.v10i1.50938.

J. Maxwell and G. Blashki, “Teaching about climate change in medical education: an opportunity,” J Public Health Res, vol. 5, p. 673, 2016, doi: 10.4081/jphr.2016.673 .

Nwankwoala, “Causes of Climate and Environmental Changes: The need for Environmental-Friendly Education Policy in Nigeria,” Journal of Education and Practice, vol. 6, no. 30, pp. 224–234, 2015, [Online]. Available: https://eric.ed.gov/?id=EJ1081366

C. Kwauk and O. Casey, “Approaches to quality education for climate action A new green learning agenda Approaches to quality education for climate action,” 2021. Accessed: Feb. 19, 2025. [Online]. Available: https://www.brookings.edu/wp-content/uploads/2021/01/Brookings-Green-Learning-FINAL.pdf

D. Long and J. Henderson, “Climate change as superordinate curriculum?,” Research in Education, vol. 117, no. 1, pp. 73–87, Nov. 2023, doi: 10.1177/00345237231160080.

N. W. Feinstein and K. J. Mach, “Three roles for education in climate change adaptation,” Climate Policy, vol. 20, no. 3, pp. 317–322, Mar. 2020, doi: 10.1080/14693062.2019.1701975.

M. I. C. Valencia, “Introducing Education For Sustainable Development (ESD) In The Educational Institutions In The Philippines,” Journal of Sustainable Development Education and Research, vol. 2, no. 1, pp. 51–57, 2018, doi: 10.17509/jsder.v2i1.12358.

D. Lombardi, E. M. Nussbaum, and G. M. Sinatra, “Plausibility Judgments in Conceptual Change and Epistemic Cognition,” Educational Psychologist, vol. 51, no. 1, pp. 35–56, Jan. 2016, doi: 10.1080/00461520.2015.1113134.

N. Panic, E. Leoncini, G. De Belvis, W. Ricciardi, and S. Boccia, “Evaluation of the endorsement of the preferred reporting items for systematic reviews and meta-analysis (PRISMA) statement on the quality of published systematic review and meta-analyses,” PLoS One, vol. 8, no. 12, Dec. 2013, doi: 10.1371/journal.pone.0083138 .

J. Wen, Y. Ren, L. Wang, Y. Li, Y. Liu, M. Zhou, P. Liu, L. Ye, Y. Li, and W. Tian, “The reporting quality of meta-analyses improves: A random sampling study,” J. Clin. Epidemiol., vol. 61, no. 8, pp. 770–775, 2008, doi: 10.1016/j.jclinepi.2007.10.008.

B. Hutton et al., “The PRISMA extension statement for reporting of systematic reviews incorporating network meta-analyses of health care interventions: Checklist and explanations,” Ann. Intern. Med., vol. 162, no. 11, pp. 777–784, Jun. 2015, doi: 10.7326/M14-2385.

H. Cantell, S. Tolppanen, E. Aarnio-Linnanvuori, and A. Lehtonen, “Bicycle model on climate change education: Presenting and evaluating a model,” Environ. Educ. Res., vol. 25, pp. 1–15, 2019, doi: 10.1080/13504622.2019.1570487.

P. Howard-Jones, D. Sands, J. Dillon, and F. Fenton-Jones, “The views of teachers in England on an action-oriented climate change curriculum,” Environ. Educ. Res., vol. 27, no. 11, pp. 1660–1680, 2021, doi: 10.1080/13504622.2021.1937576.

K. K. C. Cheung, “A structural model of future-oriented climate change optimism in science education: PISA evidence from countries with top environmental protection index,” Res. Sci. Educ., pp. 1–21, 2024, doi: 10.1007/s11165-024-10164-7.

T. Moloi, M. Matabane, C. Simuja, B.-I. Seo, and B. Tarman, “Constructing a Social Justice Curriculum Policy in the 21st Century”, REPAM, vol. 5, no. 3, p. i-iv, Dec. 2023., doi: 10.46303/repam.2023.36.

R. A. Howell and S. Allen, “Significant life experiences, motivations and values of climate change educators,” Environ Educ Res, vol. 25, no. 6, pp. 813–831, Jun. 2019, doi: 10.1080/13504622.2016.1158242.

H. A. Neville, “Social Justice Mentoring: Supporting the Development of Future Leaders for Struggle, Resistance, and Transformation,” Couns Psychol, vol. 43, no. 1, pp. 157–169, Dec. 2014, doi: 10.1177/0011000014564252.

C. D. Trott, “Envisioning action‐oriented and justice‐driven climate change education: Insights from youth climate justice activists,” Children & Society, 2024, [Online]. Available: https://api.semanticscholar.org/CorpusID:267948349

N. Shea, C. Mouza, and A. Drewes, “Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs,” J Sci Teacher Educ, vol. 27, pp. 235–258, 2016, doi: 10.1007/s10972-016-9456-5.

L. Madden, L. Ammentorp, N. Magee, and G. Taylor, “Marine Science, Climate Change, and the Next Generation Science Standards: Understanding the Knowledge and Perspectives of K-8 New Jersey Teachers,” Current: The Journal of Marine Education, vol. 38, no. 1, pp. 3–15, 2023, doi: 10.5334/cjme.7.

E. Plutzer and A. L. Hannah, “Teaching climate change in middle schools and high schools: investigating STEM education’s deficit model,” Clim Change, vol. 149, no. 3, pp. 305–317, 2018, doi: 10.1007/s10584-018-2253-8.

A. Drewes, J. Henderson, and C. Mouza, “Professional development design considerations in climate change education: teacher enactment and student learning,” Int J Sci Educ, vol. 40, no. 1, pp. 67–89, Jan. 2018, doi: 10.1080/09500693.2017.1397798.

M. Karpudewan, W. Roth, and M. N. S. Abdullah, “Enhancing Primary School Students’ Knowledge about Global Warming and Environmental Attitude Using Climate Change Activities,” Int J Sci Educ, vol. 37, p., 2014, doi: 10.1080/09500693.2014.958600.

V. Dawson, “Western Australian High School Students’ Understandings about the Socioscientific Issue of Climate Change,” Int J Sci Educ, vol. 37, no. 7, pp. 1024–1043, 2015, doi: 10.1080/09500693.2015.1015181.

J. Wu and J. Lee, “Climate change games as tools for teaching and engagement,” Nat Clim Chang, vol. 5, pp. 413–418, 2015, doi: https://doi.org/10.1038/nclimate2566.

M. Fung, L. Tedesco, and M. Katz, “Games and climate literacy,” Nat. Geosci., vol. 8, p. 576, 2015, doi: 10.1038/ngeo2499.

B. D. Douglas and M. Brauer, “Gamification to prevent climate change: A review of games and apps for sustainability,” Curr. Opin. Psychol., vol. 42, pp. 89–94, 2021, doi: 10.1016/j.copsyc.2021.04.008.

M. J. Jacobson, L. Markauskaite, A. Portolese, M. Kapur, P. K. Lai, and G. Roberts, “Designs for learning about climate change as a complex system,” Learn Instr, vol. 52, pp. 1–14, 2017, doi: 10.1016/j.learninstruc.2017.03.007.

D. M. Markowitz, R. Laha, B. P. Perone, R. D. Pea, and J. N. Bailenson, “Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change,” Front Psychol, vol. 9, p., 2018, doi: 10.3389/fpsyg.2018.02364.

T. Anggraeni and T. Aminatun, “Understanding Climate Change Topics Critically Through Android-based Module for Student,” Indonesian Journal of Curriculum and Educational Technology Studies, vol. 7, pp. 80–88, 2019, doi: 10.15294/ijcets.v7i2.32146.

T. Dormody, P. Skelton, G. Rodriguez, D. DuBois, and D. Vanleeuwen, “Assessing the Impact of Weather and Climate Curriculum on Youth Science Comprehension,” J Agric Educ, vol. 62, p. 2021, 2021, doi: 10.5032/jae.2021.03153.

A. Al Mufida, A. Widodo, and R. Solihat, “Application of Immersive Virtual Learning to Understanding Climate Change Concepts and Thinking Process Skills,” Jurnal Penelitian Pendidikan IPA, vol. 8, no. 3, p., 2022, doi: 10.29303/jppipa.v8i3.1673.

S. Efwinda, I. Puspita, P. Damayanti, A. Hakim, M. Syam, “Enhancing Critical Thinking On Climate Change: TPACK Implementation in PBL with Digital Posters,” Edusains, vol. 15, no. 2, p., 2023, doi: 10.15408/es.v15i2.33230.

L. Zangori, A. Peel, A. Kinslow, P. Friedrichsen, and T. D. Sadler, “Student development of model-based reasoning about carbon cycling and climate change in a socio-scientific issues unit,” J Res Sci Teach, vol. 54, no. 10, pp. 1249–1273, 2017, doi: 10.1002/tea.21404.

C. Trott, “Reshaping our world: Collaborating With Children For Community-Based Climate Change Action,” Action Research, vol. 17, pp. 42–62, 2019, doi: 10.1177/1476750319829209.

J. Bentz, “Learning about climate change in, with and through art,” Clim Change, vol. 162, no. 3, pp. 1595–1612, 2020, doi: 10.1007/s10584-020-02804-4.

S. I. Putri, I. Hamidah, and W. Liliawati, “Analysis of Needs for Development of Android-Based Socioscientific Issues Teaching Materials on the Topic of Climate Change to Improve Students’ Decision-Making,” Jurnal Penelitian Pendidikan, vol. 9, no. 10, p., 2023, doi: 10.29303/jppipa.v9i10.3694.

M. Ábalos, I. Ortega López, B. Rodríguez-Fonseca, and M. Gil Gayo, “An educational project exploring the synergy between art and science to improve understanding and awareness of climate change,” in Int. Conf. Socioecos 2024: Climate Change, Sustainability and Socio-Ecological Practices, Jun. 2024, pp. 744–760, doi: 10.1387/conf.socioecos.2024.

J. Kieslinger, P. Pohle, V. Buitrón, and T. Peters, “Encounters between experiences and measurements: The role of local knowledge in climate change research,” Mt Res Dev, vol. 39, no. 2, pp. R55–R68, May 2019, doi: 10.1659/MRD-JOURNAL-D-18-00063.1.

T. D. Sadler, Ed., Socio-scientific issues in the classroom: Teaching, learning and research. 1st ed. Dordrecht, Netherlands: Springer, 2011, doi: 10.1007/978-94-007-1159-4.

M. U. Genisa, B. Subali, Djukri, A. Agussalim, and H. Habibi, “Socio-scientific issues implementation as science learning material,” Int. J. Eval. Res. Educ., vol. 9, no. 2, pp. 311–317, Jun. 2020, doi: 10.11591/ijere.v9i2.20530.

A. Cutter-Mackenzie and D. Rousell, “Education for what? Shaping the field of climate change education with children and young people as co-researchers,” Child. Geogr., vol. 17, no. 1, pp. 90–104, 2018, doi: 10.1080/14733285.2018.1467556.`

J. A. Rudd, R. Horry, and R. L. Skains, “You and CO2: A public engagement study to engage secondary school students with the issue of climate change,” J. Sci. Educ. Technol., vol. 29, pp. 230–241, 2020, doi: 10.1007/s10956-019-09808-5.

R. B. Stevenson, J. Nicholls, and H. Whitehouse, “What is climate change education?,” Curric. Perspect., vol. 37, pp. 67–71, 2017, doi: 10.1007/s41297-017-0015-9.

E. P. Luey, R. Manning, and S. Ratuva, “The status of Indigenous knowledge, environmental issues and climate change in science education: Talanoa from Ha‘apai (Tonga) and Port Vila (Vanuatu) secondary schools,” Journal of Interdisciplinary Research, vol. 8, no. 1, pp. 588 – 609, 2024, doi: 10.26021/15181.

S. R. Stapleton, “A case for climate justice education: American youth connecting to intragenerational climate injustice in Bangladesh,” Environ. Educ. Res., vol. 25, no. 5, pp. 732–750, 2018, doi: 10.1080/13504622.2018.1472220.

A. Siegner and N. Stapert, “Climate change education in the humanities classroom: a case study of the Lowell school curriculum pilot,” Environ Educ Res, vol. 26, no. 4, pp. 511–531, 2020, doi: 10.1080/13504622.2019.1607258.

A. A. Granderson, “The role of traditional knowledge in building adaptive capacity for climate change: Perspectives from Vanuatu,” Weather, Climate, and Society, vol. 9, no. 3, pp. 545–561, Jul. 2017, doi: 10.1175/WCAS-D-16-0094.1.

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Learning Approach to Climate Change Education as a Framework for Sustainability Education: A Systematic Review of Literature

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