Geographical Journal· 2026Q1
Teaching Climate Change and Geography: Towards a Climate Education Pathway
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- Q1SCImago
- 2026year
Short summary
Geography education in England falls short of its potential to foster climate change understanding; a cohesive, dynamic 'climate pathway' is proposed, emphasizing creative co-production and critical thinking.
AI-generated from the title and abstract; the full text is not read.
Key points
- Geography education has a vital but underdeveloped role in teaching climate change in England.
- A cohesive and dynamic 'climate pathway' is proposed to improve student understanding of climate change.
- Creative co-production is central to empowering students and fostering critical thinking within this pathway.
- The pathway should emphasize the intrinsic value of geographical approaches to climate, not just career prospects.
- Geography's disciplinary identity must be maintained, not solely reduced to climate study.
AI-generated from the title and abstract; the full text is not read.
Abstract
ABSTRACT This is a crucial moment to reflect on climate education. Young people demand and deserve deeper knowledge, skills and understanding of climate change. Following the 2025 English Curriculum and Assessment Review, this commentary reflects on the relationship between geography and climate education in England. It convenes academics, postgraduate students, teachers, NGO representatives and researchers working across educational spaces. Geography has a distinctive and essential role in climate education but falls short of its potential contribution to students' understandings of climate change. We argue for the value of an ongoing climate pathway across geography education, and beyond, which is cohesive, dynamic and fosters the development of knowledge, skills and critical thinking. Central to this pathway is creative co‐production, a reinvigorated geographical approach to climate education that empowers students. We end on two cautionary notes. First, we emphasise the intrinsic value of a geographical approach to climate, rather than merely a route to green jobs. Second, geography cannot be reduced to the study of climate alone and must retain its disciplinary identity. This commentary is intended to help shape these conversations as the Curriculum and Assessment Review is implemented.
The authors' abstract, as published at the source. Geographical Journal, 2026 · DOI ↗
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Field: Geography, Planning and Development
Geography, Planning and DevelopmentSocial Sciences