Integration of Climate Change Education into Curriculum Frameworks: A Review of Global and Pacific Practices

Abstract

Climate change has become one of the defining global challenges of the twenty-first century, requiring education systems to equip learners with the knowledge, skills, values, and attitudes necessary for climate resilience and sustainable development. Consequently, climate change education (CCE) has increasingly been integrated into curriculum frameworks worldwide through interdisciplinary learning, Education for Sustainable Development (ESD), and competency-based education. This review examines the integration of climate change education across primary, secondary, and tertiary education, with particular emphasis on Pacific Island Countries (PICs) and Fiji. It synthesizes evidence from international literature, UNESCO policy documents, and peer-reviewed studies to explore curriculum models, pedagogical approaches, teacher preparedness, and policy implementation. While many countries have successfully embedded climate literacy across subjects and school levels, Pacific nations continue to face challenges including limited educational resources, insufficient teacher training, fragmented curriculum implementation, and vulnerability to climate impacts. Fiji has made considerable progress by incorporating climate change as a cross-curricular perspective within its National Curriculum Framework, yet implementation gaps remain. The review concludes that localized, culturally relevant, and action-oriented climate education supported by continuous teacher professional development is essential for preparing future generations to address climate challenges.