BRACE and CSESI– Why Do They Matter?

The Building the Climate Resilience of Children and Communities through the Education Sector (BRACE) project is a breakthrough initiative, placing education as a focus of Green Climate Fund (GCF) funding for the first time. Established at COP28 in Dubai, BRACE is primarily co-funded by a US$32 million grant from the GCF and a US$8 million grant from the Global Partnership for Education (GPE). Save the Children Australia supports the implementation of the project in South Sudan, Tonga, and Cambodia 

The Climate Smart Education Systems Initiative (CSESI) is a technical assistance initiative launched in March 2023, with GPE funding of US$21 million including a US$5mln contribution from Japan. It provides advice, supports collaboration between ministries, and builds capacity, including through safety drills for students before floods. Both initiatives connect climate finance with education and focus on strengthening the resilience of school infrastructure and education systems.

Share of funding between BRACE and CSESI based on UNFCCC summary of Building Climate Smart Education Systems (Global Partnership for Education (2026). Climate-smart education systems initiative, United Nations Framework Convention on Climate Change. Available here)

How Is Education Connected to Climate Finance?

The connection between natural hazards, school infrastructure, and education performance is critical to both initiatives.

BRACE combines financing from the climate change and education sectors to strengthen education systems against climate change and protect learning for millions of children. It is the first GCF-funded initiative focused on the education sector. Outcome 1 aims to ensure that “the education sector at national and sub-national levels in targeted countries is more resilient to the impacts of climate change.”

In Malawi, the impact of floods on school infrastructure provided the basis for GPE to support the country through technical assistance. Malawi is among the world’s most climate-vulnerable countries, ranked 26th by the Notre Dame Global Adaptation Initiative Index (2023). Since 2010, Malawi has experienced 16 major floods, affecting around 100,000 people annually, including students.

The experiences of Cambodia and Malawi demonstrate how countries affected by climate change can access finance and technical assistance to strengthen school infrastructure, education systems, and climate awareness among students.

Scaling Up Funding for Education

Both projects introduce innovative approaches to helping countries access international funding for education. The GCF, GPE, Save the Children, and OECD are developing mechanisms that can help address the current gap between climate finance and education.

Mapping Climate Finance

A key BRACE activity is mapping and tracking global climate finance opportunities for education. This includes the GCF, Adaptation Fund (AF), and Global Environment Facility (GEF), as well as bilateral donors, the private sector, and philanthropies. Results will be presented through the BRACE coordination platform knowledge management site for policymakers in Tonga, Cambodia, and South Sudan.

According to GCF, the roadmap guides ministries in identifying and prioritising climate-smart education investments, aligning them with national education priorities, and matching them with appropriate financing mechanisms and actors. It also identifies gaps in climate finance for education and provides recommendations for financial instruments to support investment needs.

Education in the OECD Climate Finance Tracking System

The Organisation for Economic Co-operation and Development (OECD) Development Assistance Committee (DAC) climate finance tracking system will better reflect the role of education in addressing climate change. BRACE will support adjustments to international climate finance reporting to capture dual-benefit investments in climate and education, particularly for adaptation.

This is an important step towards increasing international investment in both education and climate action. According to the World Bank, only 1.5% of climate finance goes to education. Better tracking of education’s contribution to climate adaptation could therefore support increased investment in initiatives such as BRACE and CSESI.

Collaboration Between Ministries

In Malawi, GPE and Save the Children fostered collaboration between the Ministry of Education and ministries responsible for climate and land. Coordination between ministries is often an obstacle to scaling up climate finance for education. However, CSESI contributed to the inclusion of education in Malawi’s National Adaptation Plan (NAP).

“No single ministry can address the education challenges posed by climate change alone. Our collaboration with the Ministry of Natural Resources and Climate Change and the Department of Disaster Management Affairs demonstrates the power of shared commitment and coordination.“

– Rachel Chimbwete Phiri of Malawi’s Ministry of Education

Similarly, BRACE supports Ministries of Education in coordinating with climate change ministries and engaging in NAP processes, while also facilitating knowledge sharing between the participating countries.

How Did NDCs and NAPs Support Climate Finance for Education?

Component 2 of BRACE supports countries in integrating education into NAP and NDC processes. The inclusion of climate education in NDCs or NAPs was therefore not a requirement, but a result of the initiatives. Similarly, the inclusion of education in Malawi’s NAP resulted from CSESI.

Both initiatives demonstrate the potential to integrate education into national climate planning. In Cambodia, NDC 3.0 mentions education 70 times.

Cambodia’s Price Tag for Climate Education

To effectively bring climate finance to education, countries and multilateral institutions need to establish clear financial requirements. Cambodia has estimated the cost of education and awareness in its NDC at US$96 million (NDC 3.0, p. 65).

This makes the US$40 million in BRACE funding for all three countries appear relatively small. However, the price tag represents a long-term strategy, while BRACE contributes to building the capacities described in the Cambodian NDC. Its broader aim of scaling up finance for participating countries could help Cambodia move towards its longer-term financial needs for education.

Progress on climate education NDCs commitments in each country can be accessed through the Climate Education NDCs Tracker managed by EARTHDAY.ORG.

Schools as Indicators of NAP Processes

The NAP process is also considered a co-benefit indicator of BRACE. Increased locally led adaptation is measured through the percentage of target schools contributing to the NAP process through civil society and public dialogues, with a target of 70% of schools across the three countries. This provides direct evidence that the education sector is expected to actively participate in national adaptation planning.

Future of Finance for Education

The experiences of Malawi and Cambodia demonstrate that education can access funding and technical assistance from institutions such as the GCF. BRACE goes further by supporting curriculum development, teacher training, climate finance tracking, and school infrastructure.

The next step is for more countries to follow the examples of Malawi and Cambodia and unlock greater finance for education to strengthen resilience. This call should also be answered by major climate funds, including the GEF and Clean Technology Fund, by expanding their support for education, teacher training, and empowering the students who will lead the future of the green transition.

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Plastic pollution can make individual action feel insignificant, but behavior changes matter when they become shared habits and are reinforced by policy. In San José, California, the shift away from single-use plastic bags led to clear reductions in litter across waterways, storm drains, and local businesses. Plastic bags found in creek and river litter surveys fell by 78%, while bags in storm drain inlets dropped by 69%. Retail behavior also changed with average bag use at businesses declining by 94%.

Buenos Aires, Argentina saw similar gains from efforts to reduce disposable bags and plastic straws. Between 2017 and 2018, the city kept 1 billion plastic bags out of circulation. Those changes cut plastic bag waste by about 2,750 tons per year and eliminated another 77 tons of straw waste annually.

Plastic-free choices have the greatest impact when they become part of daily life. Carrying a reusable bottle can cut down on disposable plastic throughout the day. Bringing a tote bag or container can make reuse easier during errands and meals. Over time, these small choices can reduce waste, shift demand, and make plastic-free living feel normal. The challenge is turning that first good intention into a habit that lasts.

Durable behavior change often begins with how we see ourselves. A goal like “I want to stop using plastic straws” becomes more powerful when it reflects a deeper internal identity: “I am someone who lives more sustainably.” That quiet shift can change plastic-free choices from one-time efforts into expressions of who we are trying to become. It matters because habits are easier to keep when they feel aligned with our self-perception and the way we move through daily life.

Behavioral science offers a practical way to turn that identity into action. Habits form through a loop: a cue triggers a craving, the craving motivates a response, and the response produces a reward that reinforces the behavior. Plastic-free habits stick more easily when the cue is easy to notice and the choice feels appealing. They are even more likely to last when the action is simple to repeat and the reward feels satisfying.

You can design and integrate that loop of plastic-free habits into your daily routine. Place reusable bags by the doors so you remember them before leaving home. Keep utensils in your backpack or work bag so they are ready when you need them. A refillable bottle is easier to grab when it sits near your keys, and food containers are more accessible when they are stored where you usually pack lunch.

Choose reusable items you actually enjoy using and are easy to carry, store, and bring into your everyday activities. To keep the habits going, find simple ways to make your progress visible like a checklist or sharing your journey with your friends. A small reward, such as a tasty treat after a plastic-free day, can make the habit more satisfying and help reinforce the behavior. The goal is to remove friction until the better choice becomes the automatic one.

Plastic-free living also becomes easier when it is supported by the people around us. Family, friends, classmates, coworkers, and neighbors can remind one another to bring reusable items, refuse unnecessary plastic, and celebrate small wins. Even simple gifts, such as metal straws, tote bags, or matching water bottles, can invite others into the habit and help build a more sustainability-minded community.

Start by identifying yourself as someone who lives more sustainably, then turn that identity into practical swaps you can repeat all month. Choose something specific, visible, and realistic enough to become part of your routine. The swap ideas below can help you find a starting point, from carrying a refillable bottle or reusable bag to switching to loose-leaf tea, bar shampoo, or plastic-free laundry products. Once you choose your swap, build a habit loop around it: create a clear cue, make the choice appealing, keep it easy, and reward yourself when you follow through.

On the Go

• Plastic water bottles → Carry a refillable bottle
• Plastic shopping bags → Bring a tote bag
• Plastic straws → Skip the straw, or use a reusable one
• Disposable coffee cups → Bring a reusable cup
• Takeout cutlery → Pack a reusable set, or ask to leave it out

In the Kitchen

• Plastic produce bags → Use mesh bags, or buy loose produce
• Plastic wrap → Use beeswax wraps or lidded containers
• Single-use storage bags → Choose reusable bags or containers
• Plastic condiment bottles → Buy glass jars when available
• Plastic-wrapped snacks → Buy in bulk, or make your own

In the Bathroom

• Plastic toothbrushes → Try a bamboo toothbrush
• Disposable razors → Use a safety razor
• Bottled shampoo and body wash → Switch to bars or refills
• Plastic-stemmed cotton swabs → Choose paper-stemmed or reusable versions
• Wet wipes → Use washable cloths

The Sneaky Ones

• Chewing gum → Choose plastic-free brands
• Tea bags → Use loose-leaf tea
• Glitter and microbeads → Check labels for plastic ingredients
• Synthetic clothing → Use a microfiber-catching bag or filter
• Laundry pods → Choose plastic-free laundry powder, tablets, or refill options

Take the Plastic Detox Pledge! Pick one item, commit to quitting it for the month, and make the challenge more fun by bringing others with you. Invite a friend, classmate, coworker, or neighbor to swap tips, celebrate progress, and build plastic-free habits together. Make it official by snapping a photo of your swap and tagging #PlasticFreeJuly and #EndPlastics.

One month. One swap. One habit that can keep plastic out of our lives, our communities, and our planet.

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The 2024–2025 school year was one of the most impactful yet for EARTHDAY.ORG’s Education Team. From expanding global engagement to advancing policy victories, we worked tirelessly to ensure that climate education reaches every classroom. Here are five of our biggest achievements this year:

1. Launching the First Ever Earth Day Showcase

For the first time, EARTHDAY.ORG invited schools worldwide to participate in our global Earth Day Showcase, encouraging students to take action on pressing environmental issues such as plastic pollution, renewable energy, fast fashion, and sustainable food systems.

Over 600 educators from 112 countries engaged in Earth Day in Schools activities, guiding students as they created community based projects. Student-led actions spanned the globe from a renewable fashion show in Namibia reimagining waste materials into clothing, to Plastic Free Lunch Day campaigns in Virginia, to waterway advocacy projects in Pune, India. Schools in Guam, Shanghai, and beyond brought Earth Day to life with creative student projects that amplified environmental awareness within their communities.

This Showcase gave young people the platform to lead, innovate, and inspire, carrying on the legacy of the first Earth Day in 1970 when students demanded action for the planet. You can read all about it here.

2. Expanding the Earth Month Calendar

For the second year running, EARTHDAY.ORG partnered with organizations including the
Council on Foreign Relations and SubjectToClimate to launch our interactive Earth Month Calendar.

This digital resource provided educators, students, and community groups around the world with daily activities, events, and resources throughout April. Widely used across classrooms and nonprofits, the calendar has become a global hub for Earth Month engagement and climate learning.

3. Creating the Schools Guide to Climate Education

To support teachers with accessible, professional development resources, we launched the Schools Guide to Climate Education. This guide equips educators with practical strategies to integrate climate education across all subject areas and grade levels. The best part is that it allows educators to take an existing lesson and integrate core concepts of climate education into the lesson. 

The guide was featured and demonstrated at major national conferences, including the National Science Teaching Association (NSTA Conference), where it reached hundreds of educators seeking innovative approaches to teaching climate change.

4. Strengthening Partnerships with Schools, Nonprofits, and Organizations

Collaboration was at the heart of this school year. We strengthened partnerships with schools and nonprofits, both locally and globally. In Prince George’s County, Maryland, we tabled and presented at the Student Environmental Alliance Summit at Bowie State University, engaging directly with students and teachers. 

We also collaborated with the Organization of American States (OAS) to share climate education resources in Latin America and the Caribbean, amplifying the importance of integrating climate literacy into regional education systems.

Globally, our team contributed to webinars and virtual events cohosted by partners such as Take Action Global, McGill University, and the Canadian Wildlife Federation, reaching tens of thousands of students and teachers.

5. Driving Policy Change Domestically and Internationally

Policy advocacy remained a cornerstone of our work. Domestically, we supported House Bill 3365 in Oregon, submitting testimony to both House and Senate Education Committees and mobilizing our educator network in support of the bill. The legislation passed both the Oregon House and the State Senate and was signed into law in July 2025 marking a major milestone for U.S. climate education. We continue to make in roads by working tracking and advocating for climate education bills currently being considered such as those in Massachusetts and Maryland as well as being founding members of the Coalition for Climate Education Policy (CCEP).

Internationally, we created our Nationally Determined Contributions (NDC) Tracker, highlighting the critical role of climate education in meeting global climate commitments. By engaging with international partners, we worked to keep education central to the climate policy conversation. As NDCs continue to come in this year, we will continue to update the tracker and make sure that education is at the center of many of these commitments. 

Looking Ahead

From empowering students through the Earth Day Showcase to shaping climate education policy, the 2024–2025 school year proved that collaboration and innovation are the keys to building a more sustainable future.

At EARTHDAY.ORG, we remain committed to ensuring every student, in every classroom, has access to high-quality, comprehensive, and interdisciplinary climate education. Together, we are helping to raise a generation ready to tackle climate change and protect our planet.

This article is available for republishing on your website, newsletter, magazine, newspaper, or blog. The accompanying imagery is also cleared for use. Please ensure that the author’s name and their affiliation with EARTHDAY.ORG are credited. Kindly inform us if you republish so we can acknowledge, tag, or repost your content. You may notify us via email at davies@earthday.org or fielder@earthday.org. Want more articles? Follow us on substack.

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Each June 5th, World Environment Day unites individuals around the world to consider the health of our planet. When we discuss climate action, we tend to focus on big moves such as government led global climate talks, protests, clean tech innovation, and policy shifts. These all matter. But one of the most powerful tools we have is often overlooked: education.

Not as a sidebar or awareness campaign, but as a fundamental strategy. If we’re looking for long-term solutions to the climate crisis, we have to begin in the classroom.

All too often, climate education is treated like a “nice to have if there’s time” kind of thing, an add-on rather than a core requirement. But the data says otherwise. In EARTHDAY.ORG’s 2024 Climate Education Report, data highlighted that the majority of parents, educators, and students all called for more climate education. Why? Because education isn’t simply the transmission of information; it shapes how young people interpret the world, how they act in the face of crisis, and how they envision their future.

Good climate education doesn’t stop at awareness. It creates agency.

Climate change, plastic pollution, biodiversity loss, these are massive problems. And for many students, school is where they first learn about them. 

Often, it’s through teachers, classroom projects, or activities like Earth Day that students begin to understand how human activity impacts the world around them.

Climate education and environmental knowledge help students to engage with difficult emotions such as fear and anxiety, then move toward action. They teach problem-solving, critical thinking, and community leadership, equipping a generation that’s not just aware, but able to act.

When learning is tied to real-world issues, students feel like they’re part of something bigger, and that their own actions, no matter how small, matter.

Education becomes experience. Ideas become habits.

Around the world, students are turning classroom lessons into action: organizing community clean-ups, planting school gardens, starting recycling programs, or speaking to assemblies about climate issues in their own communities. These aren’t huge one and done global initiatives, but they’re real – and accumulative – and they make climate action visible. In these small moments, education becomes experience and ideas become habits.

Earth Day plays a key role here. It’s one of the few times in the school calendar when climate issues take center stage. Earth Day events encourage hands-on learning: community clean-ups, tree plantings, art projects, debates. These activities don’t just engage students, they remind teachers, principals, and even parents that students can lead.

Recently, EARTHDAY.ORG launched a student-initiated project initiative for Earth Day 2025 called the “Earth Day Showcase.” Hundreds of educators around the world guided their students to participate and share their Earth Day project. It’s a powerful way to show children that their education and voices truly matter.

Not every student will grow up to be a climate activist. But all of them will grow up to be voters, consumers, workers, and decision-makers whose everyday choices impact the planet. That’s why climate education is about more than one-day events.

When environmental topics are woven into regular classroom subjects – science, geography, literature, even art — they help form critical thinkers who can understand complex issues and contribute to real solutions. These are the individuals we’ll need in the years ahead. The ones that are not just aware of the crisis, but ready to lead and adapt.

If we want change, we can’t ignore the role of education.

As we mark World Environment Day this June, we recognize that no single day will solve the crisis. But it is a perfect opportunity to ask: what would happen if we treated education as central to every environmental effort? What if we invested in climate literacy the way we invest in energy, policy, or infrastructure?

Because ultimately, education is infrastructure. It’s the foundation that supports everything else. You can’t build a green economy without a generation that understands sustainability. You can’t fight misinformation if people aren’t taught how to evaluate evidence. You can’t expect bold leadership without preparation.

A strong environmental movement starts in the classroom.

The climate crisis demands many things – innovation, leadership, urgency – but none of it will be sustainable without education. World Environment Day reminds us that protecting the planet is not just about what we do today, but also what we teach for tomorrow.If we want lasting change, we have to start in the classroom. If you are an educator or a student, please consider using our free climate education resources.

This article is available for republishing on your website, newsletter, magazine, newspaper, or blog. The accompanying imagery is also cleared for use. Please ensure that the author’s name and their affiliation with EARTHDAY.ORG are credited. Kindly inform us if you republish so we can acknowledge, tag, or repost your content. You may notify us via email at davies@earthday.org or fielder@earthday.org. Want more articles? Follow us on substack.

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Mother Nature’s wrath spares no one: man, woman, government, or corporation, the climate crisis is everyone’s business. We all play a role in alleviating or exacerbating the planet’s decline. Yet despite this shared responsibility, why are women in many parts of the world more invested in the climate crisis than men?

In high-income countries, studies consistently show that women are more likely to express alarm or concern about environmental degradation and support policies that combat climate change. Women often lead the way and live more sustainably, from reducing waste to embracing ethical consumption. Meanwhile, men tend to lag behind, showing less concern and fewer efforts to adopt sustainable practices.

This disparity is not just a social issue; it’s a costly setback that hinders our collective ability to address the climate crisis. When half the population is less likely to engage or act on environmental issues, we lose invaluable support for tackling one of the greatest challenges of our time.

The Numbers Behind the Divide

In February 2025, a study on U.S. registered voters revealed that women are significantly more likely to be climate voters who name climate change or environmental issues as their top political priorities. 62% of climate voters are women, compared to only 37% of men– an astonishing 25-point gap. 

Both American men and women think global warming is happening and is caused by human beings, and they believe it at similar levels. Women, however, consistently have higher risk perceptions that global warming will harm them personally, other people in the U.S., future generations, plants, and animals. They also support certain climate change mitigation policies at higher rates than men.

This isn’t seen everywhere, though; the climate gender gap doesn’t exist in poorer countries and is highly correlated with economic development. Men’s and women’s concerns about global warming are roughly equal in low-income, low per-capita emissions countries and territories. 

Knowing the statistics isn’t enough. To unite people across all economic classes, countries, and genders against climate change, we need to understand the root causes of the gap and identify actionable steps to close it.

When Green Becomes Gendered

One popular theory for the gender gap is that environmentalism is considered feminine, discouraging men from joining the movement because both men and women align “greenness” with femininity. 

In the U.S., researchers found men disinclined to engage in any environmentally friendly activity labeled as feminine out of fear of being perceived as being ‘soft’, which included using reusable bags, recycling, and adopting vegetarian or vegan diets. Men may even avoid or actively oppose these green behaviors to protect their gender identity and sense of masculinity. 

Compared to men, women generally purchase eco-friendly products more frequently, consume less carbon, are more likely to recycle, minimize waste, and save more water and energy. They are also more likely to volunteer for and donate to environmental causes. Harmful stereotypes that equate environmentalism with femininity could discourage some men from embracing these eco-friendly practices.

Some research also suggests that while men are raised to be more independent and competitive, women are socialized to be more caring, cooperative, and helpful. This may make women worry more about the environment and, therefore, more willing to adopt eco-friendly behaviors.

Women’s higher levels of empathy, altruism, and personal responsibility may make them more interested in environmentalism as a means to protect themselves and others. For example, in a large study in the U.S., women became more concerned about the impact of climate change and supportive of mitigation policies when asked to consider future generations; men, meanwhile, experienced no such change. 

Climate in the Classroom

Some suggest that women are more environmentally friendly because they’re better educated.  It’s often observed that more highly educated people tend to be more environmentally friendly, and women make up the majority of higher education students in 114 countries, compared to only 57 countries with male majorities. In the U.S., nearly 60% of all undergraduate students are female, while men comprise only 42%. 

However, women are still grossly underrepresented in STEM education and the professions. Furthermore, scientists lack the evidence to identify a causal relationship between higher education and environmentalism in general, and even less to support that the gender gap is a result of their education.

Researchers are still divided on a definite cause, and multiple causes may work in tandem. However, integrating climate education across subjects and schools has the potential to shift entrenched behaviors and foster greater awareness and environmentalism regardless of students’ gender identity. 

One thing is for certain: getting men to care as much as women do is key to saving the planet. Regardless of the gap, at EARTHDAY.ORG, everyone is encouraged to act. You are perfect for the movement as you are, no matter your gender, sexuality, experience level, and more. 

We may not know for certain how to close the gap. However, all genders can improve their climate education to consume more sustainably, conserve resources, and support the best environmental policies. Take your action to the next level by signing up to volunteer with us and signing petitions for tripling renewable energy generation and a Global Plastic Treaty. 

It’s never too late to get involved. We need a united front to save our planet, so join and spread the movement today.

This article is available for republishing on your website, newsletter, magazine, newspaper, or blog. The accompanying imagery is also cleared for use. Please ensure that the author’s name and their affiliation with EARTHDAY.ORG are credited. Kindly inform us if you republish so we can acknowledge, tag, or repost your content. You may notify us via email at davies@earthday.org or fielder@earthday.org. Want more articles? Follow us on substack.

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Emily Walker, Snr Coordinator, Climate Education Initiatives

EARTH DAY GOES BACK TO CLASS

Namibia, Southern Africa

Namibia, located in southern Africa, has a climate highly prone to extreme weather such as droughts. Students at the International School of Walvis Bay, Namibia took materials, even trash, and reimagined them as clothing to start a conversation on fast fashion.

Fast Fashion has become a major source of pollution and waste. Students were able to ask themselves, what materials can we use to reduce clothing waste? Creation and innovation took center stage when they put on a renewable fashion show for their school helping to amplify in their own community an important message about our throwaway culture.

In the last 20 years, global textile production has doubled from 58 million tonnes to 116 million by 2022, by 2030 this figure is expected to reach 147 million tonnes. What’s helping to drive this is our fast fashion culture which means that while we bought 60% more clothes in 2014 than we did in 2000, we only kept them in our closets for half as long.

Virginia, U.S

First Grade students at Buffalo Trail Elementary School in Virginia, U.S., took to the cafeteria for their Earth Day action.

Working with school officials, students created videos and posters to have their first ever, “Plastic Free Lunch Day” on April 22nd. They were inspired by their former teacher, now an EDO climate education team member, our very own Emily Walker! The students rejected using single use plastics and instead advocated for compostable utensils.

“I am so proud of the student advocacy and action these students demonstrated, they are changemakers!”

- Emily Walker

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Each April, we celebrate National Teach Children to Save Day, helping students learn the importance of financial literacy—budgeting, goal-setting, and planning for the future. It’s a reminder that schools have long embraced the idea that real-world skills, like saving money, belong in every child’s education.

But as we prepare students for the workforce, we must also recognize the environmental forces shaping their future lives and careers. Climate education is no longer optional. It is as essential as learning how to create a budget or how to do your taxes—because in the decades ahead, students will not just inherit the climate crisis, they will work within it.

The parallels are clear. Financial education gives students the fiscal tools to plan wisely. Climate education gives them the tools to act responsibly. Both require early exposure, hands-on learning, and integration across all subject areas. Both prepare young people for the workforce and a changing world.

Unfortunately, climate education still lags behind. It’s often left to science teachers alone to teach about climate change, despite the fact that climate change touches every aspect of society. That’s why interdisciplinary climate education—taught in English, Civics, History, Math, and more—is so powerful. When students read climate refugee narratives in English class, analyze clean energy policies in civics, or explore climate data in math, they begin to see the full picture. They connect systems, see real-world impacts, and imagine solutions.

This kind of teaching isn’t just good for learning—it’s good for preparing students for green jobs, civic engagement, and informed decision-making. Oxford Economics projects that the transition to a net zero emissions environment by 2050 will create new industries worth $10.3 trillion to the global economy. This will create a waterfall effect as renewable energies and green technologies, create more markets for more types of green goods, and green services. In other words, we need to prepare our students for the workforce of tomorrow and that starts with robust climate education.

So how do we help teachers—already stretched thin—integrate this kind of learning into their classrooms?

That’s where EARTHDAY.ORG’s “Schools’ Guide to Climate Education” comes in. This free professional development resource gives educators the tools they need to bring climate education into any subject. It includes subject-specific strategies, sample lessons, and ideas for hands-on projects that are meaningful and manageable. Whether you’re a math teacher exploring exponential growth through carbon emissions or a civics teacher unpacking climate justice, the guide helps bridge the gap between the standards you’re already teaching and the future your students are facing.

This National Teach Children to Save Day, let’s expand the conversation. Let’s not just teach kids how to save money—let’s teach them how to save the planet. Climate education, when done well, isn’t one more thing to add. It’s the lens that brings the whole curriculum into focus.

This article is available for republishing on your website, newsletter, magazine, newspaper, or blog. The accompanying imagery is also cleared for use. Please ensure that the author’s name and their affiliation with EARTHDAY.ORG are credited. Kindly inform us if you republish so we can acknowledge, tag, or repost your content. You may notify us via email at davies@earthday.org or fielder@earthday.org. Want more articles? Follow us on substack.

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Dennis Nolasco, Education Coordinator

Climate Education Takes Center Stage at NSTA 2025!

Bryce Coon and Emily Walker promoting the power of climate education

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Every year, January 24th marks International Education Day—a day to reflect on the transformative power of education. This is an ideal time to focus on the importance of climate education and the innovative methods that can make it more engaging and effective.

Climate change is a challenge that demands urgent action from all corners of the world. One of the most powerful ways to tackle this crisis is by equipping young people with the knowledge and skills they need to understand and respond to climate change. The next generation needs climate education that goes beyond the textbook—education that is engaging, actionable, and inspiring.

In the United States, climate education began to take shape in 2007 with the introduction of The Climate Change Education Act. Co-sponsored by then-Senator Barack Obama and Representative Michael Honda, the bill aimed to fund climate education programs in schools. While this was a significant step forward, a critical question remains: How do we teach kids about climate change in a way that inspires them to care—and act? Many say project-based learning is the answer. 

Project-Based Learning: Activity-Based Climate Education  

Project-Based Learning is an educational methodology whereby students are put to work with projects that have to be completed by providing solutions to real-life problems. Instead of just reading about climate change in a book, students are tasked to provide solutions to very real issues and learn in the process.  This approach develops critical thinking, creativity, and collaboration—all skills that are instrumental in addressing climate change.  

Studies, such as Lucas Education Research and the University of Michigan, prove that students in PBL classrooms do better than their peers in traditional classrooms. It makes sense when we think about it: teaching students to tackle real-life problems, like climate change, can make lessons more personally relevant and therefore engaging.   

Why Project-Based Learning Works for Climate Education  

PBL offers several benefits for both students and teachers, making it an effective approach for teaching climate change.   

Increased Engagement

Tackling real-world problems motivates students, as they can see the tangible impact of their efforts. 

Deeper Learning

PBL encourages students to move beyond memorization, developing critical thinking, problem-solving, and research skills essential for addressing complex issues like climate change.

Real-World Application

Students develop skills that are applicable outside the classroom, giving them tools to address real-life challenges.

Collaboration and Communication

Most PBL projects require teamwork, enhancing communication and collaboration skills. 

Interdisciplinary Learning

Climate change touches nearly every subject—science, social studies, language arts, and more. PBL integrates these areas, offering a holistic learning experience.  

Studies show that 65% of young people want to understand how climate change will affect their futures. PBL aligns with this desire, as it empowers students to find solutions to real-world problems and reinforces the idea that they can make a difference.  

Inspiring Project Ideas for Climate Education  

At EarthDay.org, our core focus of climate education includes three critical components: climate mental wellbeing, green muscle memory, and climate solutions. Many of Earth Day’s campaigns can align with PBL to meet these components:  

Zero Waste

Students can organize clean-up drives, educate people through campaigns, or suggest some innovative alternatives to single-way plastics.  

Sustainable Fashion

In this project, students can engage in research regarding the environmental impact of the fashion industry, host workshops on sustainability, and even design their own eco-friendly clothing line.  

Foodprints for the Future

Students can calculate the impact of their diet and raise awareness for sustainable eating like sourcing food locally and eating produce that is in season.  

These projects empower students to be part of the solution, fostering a sense of agency that helps alleviate their climate anxiety, while also equipping them with the knowledge to continue their climate action with less effort in the future.   

Join the Earth Day Educator Initiative  

In honor of the 55th anniversary of Earth Day on April 22, 2025, we announce a new program that brings together educators from around the world. The new Earth Day Educator Representative program establishes an international network of teachers that would advance climate education in schools. Through this program, teachers will have access to fully free and seamlessly integrated climate education resources for their classrooms.   

We also believe that students’ voices should be heard. That’s why, in April 2025, we’ll be hosting the Earth Day Showcase to highlight student-led climate projects from schools around the world. This event will help amplify the work of young climate advocates and show the power of education in driving change.   

Educators can get involved by registering their schools as Earth Day Educator Representatives and submitting student’s climate projects to the Earth Day Showcase. By participating, educators and students will be joining a global movement for climate action. 

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November 18th to 22nd is American Education Week and so it feels more than fitting to talk about the impact teachers have on our lives. I speak from first hand experience too.

Teaching in a classroom was one of the biggest adventures I had the privilege of taking on in my 20s when I became a kindergarten teacher. It was always rewarding and always challenging, and it offered me a way to connect to a mission that was greater than my own and more than just a career.  

Children need to be nurtured, inspired, and experience new things so they can grow and navigate the big wide world. It was my privilege to be part of that journey for some of them. One day in my 6th year of teaching, I realized I wanted to transition out of the classroom to provide education to more students, impact different communities, and advocate for change in a way that extended beyond my one classroom, and I joined EARTHDAY.ORG to advocate for climate education.

I realized I could educate on a global scale through a platform like EARTHDAY.ORG, (EDO). This leap, while daunting, opened doors to an entirely new world of possibilities. I do not get to hear about a student’s weekends anymore or read them books daily but I know that my experience in the classroom made me more real, more connected, and more understanding of the world because it allowed me to see it through the eyes of those who still see it with wonder. To teach is to be surrounded by wonder every day. 

Inspired by this sentiment I asked my EDO colleagues what teachers they remembered the most and here are their answers. It made me proud to belong to a profession that truly does change and shape the world we live in. 

My favorite teacher was someone who encouraged us to break rules.   My English teacher  used literature to make her pitch that we (all girls) should  not accept the status quo about anything.    She was a gentle, brilliant woman who asked us to see the world differently.  To see ourselves as leaders, explorers, writers and scientists.   I’ll never forget her.    Kathleen Rogers, President EARTHDAY.ORG 

My middle school science teacher, Miriam, played a huge role in my love for science and sustainability. Her passion and energy was contagious, and her approach to teaching was very hands-on. We also called her Ms. Frizzle because of her curly hair and pet bearded dragon that she kept in the classroom. Every class was an adventure; thank you, Miriam!  Aminah Taariq-Sidibe, Manager of End Plastic Initiatives

My AP English and Literature teacher (humble brag, got a 4 on both, no big deal), Anna Thomas, inspired me to get involved with the environmental movement and how we can use language to inspire people. She was my first introduction to environmental advocacy and led our high school environmental advocacy club doing local cleanups and protests against fossil fuel drilling on the Outer Banks.  Aidan Charron, Associate Director, Global Earth Day 

My psychology teacher, Mr. Visna, taught me during my junior and senior years of high school. He was a wonderful storyteller and always willing to talk to us outside of class. In those conversations, he was honest and attentive and inspired me to be a better version of myself, motivating me to pursue the career I have today.  Maddie Lacroix, Executive Assistant

My favorite teacher was Ms. Rehberg, she was not just a teacher to me but a mentor and friend. She is who introduced me to the environmental movement and is the reason I found my passion for environmental advocacy. I wrote my college admissions essay about the incredible influence she had on my life. Libby Bunch, Campus Outreach Associate 

One of my favorite teachers in high school was Mr. Knopp, my sophomore-year Language Arts teacher at Bandys High School. He taught me how to analyze a wide range of texts, both current and historical, and through this, I started to become very comfortable in trusting myself and my own beliefs. At the start of high school, I was quite shy, but Mr. Knopp made the class a comfortable place to come out of my shell. Through vocal discussions about whatever we were learning in class, I learned to dare to have disagreements, be vocal about my truth, and be myself. Ironically, these are extremely important skills for this job.  Michael Karapetian, The Great Global Cleanup Coordinator 

My favorite teacher growing up was Mr. Coulter. He was my marketing teacher in high school. What I really enjoyed about his class was that he used many real-life examples and case studies to make learning about marketing techniques more relatable. But more than that, he told me I could do anything I wanted in life as long as I applied myself and I took those words to heart. Thank you Mr. Coulter! Dennis Nolasco, Education Coordinator 

I had a geography teacher in secondary school, his name was Zbigniew Deptula. Every day he had a t-shirt from a different country, Ethiopia, Ireland, Canada; he visited more than 90. He knew the answer to any question: GDP, climate change, minerals, he inspired me to explore the beauty of our world, geography was his life. In 2021 sadly he died but I still think about him often. Johnny Dabrowski, Consultant, Coordinator of Climate Education Coalition 

My favorite teacher was Mrs. Smith, who taught me Art at Balfron High School, in Scotland, many, many years ago! She told me you couldn’t really fail in art if you just did what you liked and what made you happy. That was the first time a teacher had ever asked me to think that way. I remember at the ripe old age of 15 that it was an idea that utterly delighted me. My art got so MUCH better afterwards too. A few years later, after I graduated college, I went back to the school to take her out for lunch and to thank her. Good teachers change lives and Mrs. Smith taught me to trust my own gut. I loved her and still to this day I think about her life lesson often; do what makes you happy, trust yourself. Sarah Davies, Director Communication and Media

Sometimes, the lessons our teachers push us to learn ourselves are the most valuable. Mrs. DP embodied this for her students. As an English teacher, it initially struck me as unusual that she rarely shared her beliefs, guiding our discussions without participating. Yet, by the end of my two years in her class, her wisdom became clear. We could analyze Huckleberry Finn, Romeo and Juliet, and The Pearl under her watchful eye, but she wanted us to think critically on our own, develop the strength to defend our conclusions, and have the confidence to let our opinions evolve as new facts emerged. These skills have proven invaluable in my life and I couldn’t be more grateful.  Terran Fielder, Media Specialist

When a teacher sees a students’ potential, it opens doors. My first grade teacher, Mrs. Shinkles supported me when I was struggling with reading fundamentals. I remember her working with me after school and giving me books to take home. She not only allowed me to pass but excel in reading. I now have a lifelong love for reading. This is the teacher who inspired me to become a teacher.  Emily Walker, Education Coordinator

My favorite teacher was my high school social studies teacher, Craig Beach. Mr. Beach pushed students to see a world beyond our community in all of his courses and encouraged independent thinking. I see the world differently after having Mr. Beach as my teacher and I have carried that learning through my work as a teacher and in climate education.  Bryce Coon, Director Education Initiatives 

My high school math teacher, Mrs. Fang, was quite strict and serious in class but she was really good at explaining math, in a way that even someone like me, who was not very good at math or science, could understand. It made me not hate math as much! I thank her for “balancing” my grades, which gave me a better chance of getting into a top university. Sophia Valentino, Digital Media Strategist 

My math tutor, Mrs. Protehiros, was the main person that influenced my choice for my college major: Finance. If it weren’t for the patience, compassion and understanding that she so generously provided, I would have easily continued to despise math. She single-handedly changed my perception of the subject, inspiring me to pursue a career of numbers. Whenever I think about a teacher that helped me find my true potential, the first person I think of will always be Mrs. Protehiros. Basi Kosmas

Thank you to the teachers of the world. We need you and we appreciate you.

If you are an educator and want to join the EARTHDAY.ORG network, consider supporting our mission to put climate education into every single classroom around the world and please utilize these  free resources on climate education and why it matters here.  If you are a teacher in the K – 12 grades please consider utilizing our free guide, The School Guide to Teaching Climate Education, because you can never start teaching students about climate change early enough!

If you are a college student who wants to get involved on your campus promoting any of these issues, climate literacy, divesting from fossil fuels, renewable energy or sustainability, please contact our campus MobilizeU Coordinator Lee Franklin at franklin@earthday.org.

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