Climate Change Education
Explore innovative climate change education research topic ideas for 2025. Enhance your understanding of climate change research and effective educational strategies to raise awareness and drive action.
QUANTITATIVE RESEARCH
Realyn Manalo
5/16/20253 min read
The climate crisis continues to intensify, yet meaningful climate education remains inconsistently implemented across schools, universities, and communities. In the Philippines—a country among the most vulnerable to climate change—educational institutions are expected to play a vital role in equipping future citizens with both the knowledge and capacity to act. However, climate education often remains fragmented, theory-based, or relegated to science subjects without concrete action plans or integration across disciplines. This gap between awareness and behavior, between policy and implementation, and between classroom learning and real-world impact presents an urgent need to re-examine how climate change education is designed, delivered, and sustained. As both a pedagogical and societal issue, the topic demands deeper inquiry into how climate literacy translates into meaningful change.
Who Can Use These Topics
This research is ideal for students and professionals pursuing the following courses or strands:
College Programs:
BS in Environmental Science
BS in Education (Major in Science or Social Studies)
BS in Public Administration
BS in Nursing or Public Health
BA/BS in Sociology, Anthropology, or Development Studies
BS in Disaster Risk Reduction and Management
Senior High School Strands:
Humanities and Social Sciences (HUMSS)
Science, Technology, Engineering, and Mathematics (STEM)
Accountancy, Business, and Management (ABM)
General Academic Strand (GAS)
Why This Topic Needs Research
Despite increasing academic interest, significant research gaps remain in the study and implementation of climate change education:
Disconnect between theory and clinical behavior in health fields: While students expressed strong climate concern, studies did not examine how climate change education impacts real-world healthcare practices across different systems (Tiitta et al., 2025).
Lack of systemic teacher support structures: Though teacher agency is vital, few studies evaluated how professional development programs or curriculum reforms help institutionalize effective climate pedagogy (Rushton et al., 2025).
Gaps between national policy and school-level practice: International comparative studies highlighted strong policy support for climate education but exposed failures in translating these goals into unified, classroom-ready curricula (Ben Zvi Assaraf et al., 2025).
Underutilized parent-school partnerships: While parents supported climate learning, there was limited analysis of how home-school collaboration could address developmental needs and climate-related anxiety (Madden et al., 2023).
Challenges in scaling systems-thinking training: Although effective in pilot settings, systems thinking strategies were not studied for adaptability in rural schools or wider teacher education programs in the Philippines (Ignacio et al., 2023).
Insufficient emphasis on hands-on and interdisciplinary models: Traditional lectures dominated instruction, leaving out community-based or practical activities that could drive stronger engagement in junior high schools (Cabalida, 2024).
Limited focus on vulnerable and rural regions: In areas like Batanes, where climate risks are high, there was little research on how faculty capacity and curriculum design affect student awareness and resilience (Castillo & Nozaleda, 2022).
Feasibility & Challenges by Target Group
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References
Ben Zvi Assaraf, O., Dawson, V., Eilam, E., Gokpinar, T., Goldman, D., Naugauker, N., ... & Dillon, J. (2025). Climate change education implementation: The voices of policymakers, professional development providers, and teachers in five countries. International Journal of Science Education, 47(2), 191-213.
Cabalida, H.M., L. (2024). Carbon Footprint and Climate Change Awareness Implications for Climate Change Education in a Junior High School. International Journal of Trend in Scientific Research and Development, 8(3), 1077-1095.
Castillo, J. S., & Nozaleda, B. M. (2022). Environmental education of students pursuing higher education: Probing on climate change awareness. Journal of Climate Change, 8(3), 41-49.
Ignacio, J. T. S., Gotangco Gonzales, C. K., & Lee-Chua, Q. (2024). A systems thinking approach to e-learning on climate change: capacity-building for junior high school teachers in the Philippines. International Journal of Disaster Resilience in the Built Environment, 15(3), 409-424.
Madden, L., Joshi, A., Wang, M., Turner, J., & Lindsay, S. (2025). Parents’ perspectives on climate change education: A case study from New Jersey. ECNU Review of Education, 8(1), 184-202.
Rushton, E. A., Dunlop, L., & Atkinson, L. (2025). Fostering teacher agency in school‐based climate change education in England, UK. The Curriculum Journal, 36(1), 36-51.
Tiitta, I., Kopra, J., McDermott-Levy, R., Jaakkola, J. J., & Kuosmanen, L. (2025). Climate change perceptions among nursing students: A comparative study between Finland and the United States. Nurse Education Today, 146, 106541.