The Role of Teacher Preparedness and Institutional Capacity in Delivering Climate Change Education: A Review

Abstract

Climate Change Education (CCE) has become a global priority under the United Nations Sustainable Development Goals (SDG 4.7) and the Paris Agreement. While many countries have integrated climate-related concepts into national curricula, successful implementation depends largely on teacher preparedness and institutional capacity. This review synthesizes evidence from ten key publications to examine how teacher knowledge, pedagogical competence, professional development, leadership support, curriculum resources, and institutional governance influence the effectiveness of CCE. The literature consistently indicates that teachers recognise the importance of climate education but frequently report inadequate training, limited teaching resources, and insufficient institutional support. Strengthening pre-service and in-service teacher education, enhancing school leadership, improving policy coordination, and investing in educational infrastructure are identified as essential strategies for delivering effective climate change education. The review concludes that teacher preparedness and institutional capacity are mutually reinforcing pillars for achieving high-quality climate education and fostering climate-resilient societies.