Climate justice education in schools requires holistic approaches integrating scientific understanding with social, emotional, and action-oriented learning while emphasizing intergenerational, intersectional, and interspecies dimensions of justice

Stevenson, Robert B., Whitehouse, Hilary, & Field, Ellen. (2024). Teaching Climate Justice Education Holistically in Schools. In Oxford Research Encyclopedia of Education. Retrieved from https://oxfordre.com/education/display/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1791

This article examines how schools can effectively implement climate justice education through analysis of current research, international policy frameworks, and emerging pedagogical approaches. The authors argue that while climate education has historically been confined to science instruction, addressing the climate crisis requires holistic approaches that integrate justice considerations across disciplines and learning domains.

The research synthesizes findings from global studies and policy documents, revealing several key trends in climate justice education. First, youth are experiencing high levels of climate anxiety while simultaneously emerging as powerful voices for climate action. Second, effective climate justice education must address intergenerational, intersectional, and interspecies dimensions of justice. Third, successful approaches combine knowledge building with emotional support and opportunities for local action.

The authors identify four essential components of holistic climate justice education:

  1. Addressing student climate emotions and anxiety through constructive coping strategies 
  2. Developing climate and risk literacy across disciplines
  3. Engaging in unlearning of unsustainable practices while building new knowledge
  4. Facilitating student agency through community-based action projects

A key finding is that schools must shift from individual academic achievement to developing collective capacities for addressing climate challenges. The authors note that while some educators face barriers to implementing climate justice education, innovative approaches are emerging through student action teams, place-based learning, and community partnerships.

The analysis highlights that effective climate justice education requires teacher development in both content knowledge and pedagogical approaches for engaging with climate emotions and justice dimensions. The authors argue this represents a significant shift in how teachers are prepared and supported.

Stevenson et al. conclude by calling for education systems to rapidly integrate climate justice approaches to move beyond technological solutions toward more equitable, resilient, and transformed futures. They emphasize that while international frameworks support this transition, implementation requires changes in curriculum, pedagogy, and school structures.

The research contributes to broader discussions about educational responses to climate change by providing a comprehensive framework for implementing holistic climate justice education while highlighting areas needing development. It demonstrates the critical role of schools in preparing students for climate-altered futures while offering practical guidance for educators and policymakers.

The authors emphasize that transforming climate education requires addressing justice dimensions across cognitive, affective, and action domains while supporting students and teachers in navigating the emotional and practical challenges of climate disruption. This demands significant changes in how schools approach both content and pedagogy while creating space for student agency and community engagement.

The Bottom Line

This comprehensive review examines how climate justice education (CJE) is evolving in formal education settings globally. The authors analyze current research, policy frameworks, and pedagogical approaches, finding that effective CJE requires moving beyond traditional science-focused instruction to address justice dimensions across cognitive, affective, and action domains. The review reveals that climate education is shifting from narrow science-based approaches to more holistic frameworks that recognize multiple forms of climate injustice and emphasize student agency and community-scale action.