{"id":32227,"date":"2026-01-09T10:00:53","date_gmt":"2026-01-09T10:00:53","guid":{"rendered":"https:\/\/research.reading.ac.uk\/research-blog\/?p=32227"},"modified":"2026-01-08T16:36:30","modified_gmt":"2026-01-08T16:36:30","slug":"climate-education-proposals-will-prepare-young-people-in-england-for-changing-careers-and-society","status":"publish","type":"post","link":"https:\/\/research.reading.ac.uk\/research-blog\/2026\/01\/09\/climate-education-proposals-will-prepare-young-people-in-england-for-changing-careers-and-society\/","title":{"rendered":"Climate education proposals will prepare young people in England for changing careers and society"},"content":{"rendered":"

[vc_row][vc_column][vc_single_image image=”32233″ img_size=”large” add_caption=”yes”][vc_column_text]<\/p>\n

The review of the national curriculum and assessment in England has proposed three big sets of changes for climate education.<\/p>\n

First, to prepare learners for a changing world<\/a>, it suggests that climate education should be one of five big \u201capplied knowledge areas\u201d<\/a>: key points of focus that cut across all subject disciplines within the curriculum.<\/p>\n

Second, as part of making citizenship teaching compulsory for all key stages, it proposes that age-appropriate climate education should be part of primary teaching. Third, it proposes that climate education is expanded and modernised within specific subjects: geography, science and design and technology.<\/p>\n

If implemented together, these changes would bring education in England closer to the comprehensive coverage of climate, sustainability and nature that many people in the sector, including ourselves<\/a>, have long recommended. It would begin to align education in England with countries around the world<\/a>, such as Lebanon<\/a> and Argentina<\/a> that are seeking to bring climate education into their curricula. Young people<\/a> have also long been clear about their ambitions for climate education.<\/p>\n

The review focuses on the school curriculum. But its effects would extend across the whole education system. What is taught in schools shapes the knowledge, skills and expectations that young people bring into further and higher education. The review will influence qualification design, teacher training and school inspection priorities.<\/p>\n

The response to the review has, however, been mixed. Laura Trott, shadow education secretary, has said<\/a> that \u201cforcing primary schools to use precious time to teach deprived pupils about media literacy and climate change before ensuring that they can read, write and add up is not going to encourage social mobility\u201d.<\/p>\n

At the other end of the spectrum, the Climate Majority Project<\/a> expressed disappointment that the review framed climate as a technical or economic issue, \u201crather than the all-encompassing context shaping every young person\u2019s future\u201d.<\/p>\n

Jobs for the future<\/h2>\n

The backdrop to the review\u2019s proposals is the accelerating green transition<\/a> and its impact on UK jobs<\/a> and growth<\/a>. Without improved climate education, school leavers in the UK<\/a> are likely to remain at a significant disadvantage compared with their international peers.<\/p>\n

In some countries, such as Sweden<\/a> and Italy<\/a>, education for sustainable development is a universal entitlement, meaning they\u2019re better suited for the jobs of the green transition.<\/p>\n

The case for climate education goes much further. It\u2019s about preparing young people for the world they already inhabit: one increasingly shaped by climate change, biodiversity loss and limited resources. High-quality climate education helps learners make sense of these realities. It allows them to build critical thinking and problem-solving skills. Importantly, they can connect their learning to real-world purpose.<\/p>\n

[\/vc_column_text][vc_single_image image=”32230″ img_size=”large” add_caption=”yes”][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]And far from detracting from core learning or social mobility, climate education deepens both. Global benchmarking systems such as Pisa<\/a>, which compares education worldwide, increasingly recognise environmental literacy as an indicator of quality education.<\/p>\n

The UK\u2019s independent Climate Change Committee, which advises government on how to adapt and prepare for climate change as well as holding them accountable, has warned of the dangers of skills shortages<\/a>. A lack of climate-related skills, the committee claims, are already constraining the country\u2019s ability to prepare for and respond to climate change impacts. These include extreme weather, heatwaves and flooding.<\/p>\n

Ensuring that all young people develop strong climate and nature literacy will therefore be essential for both personal resilience and national prosperity. This matters for every learner, regardless of whether they enter an explicitly \u201cgreen\u201d profession. All jobs and sectors will need to adapt.<\/p>\n

There\u2019s work to be done, though, in making the recommended changes a reality in schools. Luckily, there is already a substantial body of work showing how the curriculum could be changed.<\/p>\n

Student campaign organisation Teach the Future has carried out a project<\/a> that systematically reviews the existing English national curriculum. It suggests precise edits to embed climate and ecological education throughout. Sustainability, climate science and ecological justice are integrated into existing subjects, rather than treated as optional extras.<\/p>\n

Alongside that sits the curriculum for climate literacy<\/a> developed by the Royal Meteorological Society. University College London has also put together a detailed policy proposal<\/a>. Together, these documents provide a robust foundation for the teams appointed to draft the new curriculum.<\/p>\n

Curriculum change is much more than a framework for particular subjects. These changes will only make a genuine difference to learners, schools and society when every teacher has access to high-quality professional development and teaching resources. Consistent sector-wide standards should ensure that all young people benefit.<\/p>\n

The curriculum review gives the education system in England a clear opportunity. Climate should be part of a high-quality education system.\"The<\/p>\n

Andrew Charlton-Perez<\/a>, Head of School of Mathematical, Physical and Computational Sciences and Professor of Meteorology, University of Reading<\/a><\/em> and Charlotte Bonner<\/a>, Associate, University of Gloucestershire<\/a><\/em><\/p>\n

This article is republished from The Conversation<\/a> under a Creative Commons license. Read the original article<\/a>.[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"

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