“Greening” Education for Climate Resilience: Strategies, Implementation, and Curriculum Integration

Anastasia Gkargkavouzi and George Halkos

MPRA Paper from University Library of Munich, Germany

Abstract: The increasing urgency of the climate crisis has necessitated a transformative approach to education that prepares learners to act as agents of sustainable change. This working paper synthesizes UNESCO's Greening Curriculum Guidance with contemporary academic insights to propose a comprehensive framework for embedding climate change education into formal and non-formal learning environments. Drawing on theoretical models, empirical evidence, and international policy frameworks, the paper articulates strategies for greening the curriculum, outlines actionable steps for institutional implementation, and analyzes pedagogical methods that cultivate cognitive, socio-emotional, and behavioral competencies. The role of intersectionality, justice, and indigenous knowledge systems is emphasized to ensure an inclusive and context-sensitive transition toward climate-resilient education systems.

Keywords: Curriculum Greening; Climate Education; Sustainability; Pedagogical Strategies; UNESCO; ESD. (search for similar items in EconPapers)
JEL-codes: D90 I21 Q01 Q50 Q56 (search for similar items in EconPapers)
Date: 2025-08-07
New Economics Papers: this item is included in nep-ene and nep-env
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Persistent link: https://EconPapers.repec.org/RePEc:pra:mprapa:125668

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