Towards Situated Climate Education: Territorial Memory, Climate Justice and Emotional Literacy in Teacher Education (TEJA Model)

Abstract

Climate change education has expanded in curricular, institutional and media arenas, yet it still faces a central challenge: turning scientific knowledge into educational practices that transform perceptions, decisions and participation. This article argues that the challenge cannot be addressed by merely adding content about the climate system, because the climate crisis is experienced in specific territories, affects communities unequally and activates emotions that can either enable or inhibit action. Through a critical integrative review and research-reflection approach, the article connects three bodies of scholarship that are commonly developed in parallel: territorial and place-based learning, climate justice, and emotional literacy. Its conceptual novelty lies not in claiming that these components are individually new, but in specifying territorial memory as the mediating mechanism through which scientific evidence, unequal vulnerability, affective experience and collective action are combined in teacher education. On this basis, it presents the TEJA Model—territorialization, experience, justice and action—as a heuristic framework for designing, analyzing and evaluating teacher-education sequences. Its practical contribution is a five-phase process and an operational matrix that translate nearby risks such as floods, droughts and wildfires into inquiry, deliberation, emotional care and feasible collective action. The model is presented as a testable conceptual proposal rather than a validated intervention. The article concludes that relevant climate education must be scientific, human, territorial and political: it should recognize vulnerability, begin from lived places and address unequal responsibilities and collective capacities for action.