Justice in climate change education: a systematic review

Abstract

This systematic review examines how justice frameworks are being applied in climate change education (CCE) across diverse settings. Analyzing 55 peer-reviewed studies from 57 countries (2007–2020), the review finds growing attention to justice in CCE, spanning formal, community, and activist learning. Justice-driven CCE was more often oriented toward equity and social transformation than environmental protection and occurred both within and beyond STEM contexts. The findings underscore the diversity of approaches and outcomes in justice-focused CCE and offer direction for educators, scholars, and practitioners seeking to center justice in climate education.