The Integration of National Climate Change Policies into Curricula Within the SDG 13 Context: The Case of Türkiye, the United Kingdom, and South Korea

This study aimed to evaluate the integration of national climate change policies into the educational curricula of Türkiye, the United Kingdom, and South Korea within the framework of SDG 13 (climate action). The findings reveal that in all three countries, education is regarded as a strategic instrument in addressing climate change, with curricula designed accordingly. But this integration varies across countries and at different levels of education within each country. In this context, Türkiye has incorporated climate change policies into its curricula, primarily to enhance environmental awareness. In contrast, the United Kingdom’s national policies focus more on teaching practical green skills and changing the workforce, while its curricula focus more on climate change. In South Korea, there is a more organized connection between national climate change policies and school curriculum. However, because the course is optional and focuses on green transition and capacity-building goals set by national policies, it may be harder to use widely and sustainably. The study concludes that national climate change policies in these countries must be integrated into curricula at all educational levels through a more comprehensive, experiential, and interdisciplinary approach.