Climate Education: An International Methodology for Developing Climate Literacy in School Geography

Abstract

This article presents an international inquiry-oriented Climate Education methodology for developing climate literacy in school geography. The proposed model responds to the need to transform climate change learning from passive knowledge acquisition into evidence-based geographic reasoning, responsible action and sustainable decision-making. The practical component of the study is organized through the Climate Literacy GeoLab digital platform, which integrates theoretical climate education, geographic interpretation, interactive simulations, research tasks, progress monitoring and certification. The article combines a PRISMA-informed literature search logic with a design-based and mixed-method pedagogical research framework. Official and scientific sources from UNESCO, UNFCCC, IPCC, NOAA/USGCRP, OECD, NRC/NGSS and peer-reviewed climate education studies were used to build the theoretical foundation. The methodology focuses on five interconnected dimensions: climate system understanding, geographic data interpretation, cause-effect reasoning, responsible action planning and reflection on sustainable development. The platform provides modules such as Climate Map Quest, Carbon Footprint Challenge, Weather vs Climate Detective, Climate Risk Radar, Blue-Green City Planner and written research tasks. Classroom photographs and platform screenshots document the practical implementation process. The proposed assessment plan includes pre/post climate literacy indicators, simulation completion, student written explanations, teacher observation, qualitative reflection and digital progress data. The article argues that Climate Education in geography should be structured not only around climate facts, but around inquiry, local-regional-global comparison, data-based explanation and student agency. The model can support geography teachers in creating scientifically grounded, interactive and action-oriented lessons that align with international climate education and education for sustainable development priorities.