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“Greening” Education for Climate Resilience: Strategies, Implementation, and Curriculum Integration

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  • Gkargkavouzi, Anastasia
  • Halkos, George

Abstract

The increasing urgency of the climate crisis has necessitated a transformative approach to education that prepares learners to act as agents of sustainable change. This working paper synthesizes UNESCO's Greening Curriculum Guidance with contemporary academic insights to propose a comprehensive framework for embedding climate change education into formal and non-formal learning environments. Drawing on theoretical models, empirical evidence, and international policy frameworks, the paper articulates strategies for greening the curriculum, outlines actionable steps for institutional implementation, and analyzes pedagogical methods that cultivate cognitive, socio-emotional, and behavioral competencies. The role of intersectionality, justice, and indigenous knowledge systems is emphasized to ensure an inclusive and context-sensitive transition toward climate-resilient education systems.

Suggested Citation

  • Gkargkavouzi, Anastasia & Halkos, George, 2025. "“Greening” Education for Climate Resilience: Strategies, Implementation, and Curriculum Integration," MPRA Paper 125668, University Library of Munich, Germany.
    • Handle: RePEc:pra:mprapa:125668
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    References listed on IDEAS

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    1. Houcine Benlaria & Naeimah Fahad S. Almawishir, 2025. "The Impact of Educational Economic Factors on Institutional Sustainability Performance: The Mediating Role of Green Management Practices," Sustainability, MDPI, vol. 17(3), pages 1-20, February.
    2. Anastasia Gkargkavouzi & George Halkos & Steriani Matsiori, 2019. "A Multi-dimensional Measure of Environmental Behavior: Exploring the Predictive Power of Connectedness to Nature, Ecological Worldview and Environmental Concern," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 143(2), pages 859-879, June.
    3. Li-Ching Hung & Hsiang-Ju Pan, 2025. "Innovative Approach to ESD Integration into School-Based Curriculum Development Modules for Elementary Schools," Sustainability, MDPI, vol. 17(4), pages 1-26, February.
    4. George Halkos, 1994. "Optimal abatement of sulphur emissions in Europe," Environmental & Resource Economics, Springer;European Association of Environmental and Resource Economists, vol. 4(2), pages 127-150, April.
    5. Andrea Okanović & Jelena Ješić & Vladimir Đaković & Simonida Vukadinović & Andrea Andrejević Panić, 2021. "Increasing University Competitiveness through Assessment of Green Content in Curriculum and Eco-Labeling in Higher Education," Sustainability, MDPI, vol. 13(2), pages 1-20, January.
    6. Carlos Renato Strombeck Vaz & Carla Morais & Julio Cezar Pastre & Gildo Girotto Júnior, 2025. "Teaching Green Chemistry in Higher Education: Contributions of a Problem-Based Learning Proposal for Understanding the Principles of Green Chemistry," Sustainability, MDPI, vol. 17(5), pages 1-33, February.
    7. Halkos, George E., 1993. "Sulphur abatement policy: Implications of cost differentials," Energy Policy, Elsevier, vol. 21(10), pages 1035-1043, October.
    Full references (including those not matched with items on IDEAS)

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    Keywords

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    JEL classification:

    • D90 - Microeconomics - - Micro-Based Behavioral Economics - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • Q01 - Agricultural and Natural Resource Economics; Environmental and Ecological Economics - - General - - - Sustainable Development
    • Q50 - Agricultural and Natural Resource Economics; Environmental and Ecological Economics - - Environmental Economics - - - General
    • Q56 - Agricultural and Natural Resource Economics; Environmental and Ecological Economics - - Environmental Economics - - - Environment and Development; Environment and Trade; Sustainability; Environmental Accounts and Accounting; Environmental Equity; Population Growth

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