Teaching Climate Change and Geography: Towards a Climate Education Pathway

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.