The Rise of Eco-Literacy: Integrating Climate Change and Sustainability into School Curricula

Abstract

The escalating climate crisis necessitates a profound shift in educational paradigms, moving beyond traditional environmental science to foster comprehensive eco-literacy. While global frameworks increasingly emphasize sustainability, integrating climate change and sustainability seamlessly into core school curricula remains uneven and fragmented. This study investigates the strategies, challenges, and outcomes of embedding eco-literacy across primary and secondary educational levels. Employing a qualitative, multiple-case study design, this research examined four innovative schools known for their integrated sustainability curricula. Data collection involved semi-structured interviews with 24 educators and school administrators, a thematic analysis of curriculum documents and policy frameworks, and classroom observations over a one-year academic cycle. The findings reveal that successful integration relies on interdisciplinary approaches, where sustainability concepts are woven into subjects such as mathematics, humanities, and the arts, rather than taught in isolation. Key drivers include project-based learning and community engagement, which empower students to apply sustainability principles to local environmental challenges. However, primary barriers identified include teacher resistance due to packed curricula, insufficient professional development, and rigid standardized testing frameworks. Integrating eco-literacy is essential for cultivating environmentally responsible and action-oriented global citizens. Educational policymakers must reform standards and provide robust professional training to transition sustainability from an elective or extracurricular add-on into a foundational pillar of modern education.