Abstract:

Climate change is one of the most pressing challenges of the twenty-first century, with impacts spanning economies, societies, and ecosystems. Education is central to equipping learners with the knowledge, attitudes, and practices (KAP) needed to respond effectively. This systematic literature review examines local and international insights to address gaps in science teachers’ and learners’ KAP, as well as shortcomings in the South African science curriculum, with implications for integrating climate change education (CCE) into classrooms.

Guided by an interpretivist paradigm, the review followed PRISMA (2020) standards and Snyder’s (2019) framework to ensure methodological rigour. Thirty-five peer-reviewed studies (2015–2025) were thematically synthesised. An integrated conceptual framework combined two curriculum models—the Intended–Implemented–Attained Curriculum (I–I–A_C) and Bronfenbrenner’s Ecological Systems Theory (BEST)—with three pedagogical models: KAP, the Competency-Based Framework (CBF), and Transformative Learning Theory (TLT). Concepts of climate literacy, climate attitudes, and worldview were also applied to explore how these shape learners’ behaviours.

Findings reveal that while CCE appears in the South African science curriculum, it is fragmented, inconsistently implemented, and unevenly distributed across grades. Teachers often face limited content knowledge, weak pedagogical preparation, and systemic barriers such as scarce resources and time constraints. Learners, meanwhile, show fragmented understandings and misconceptions about climate change causes and consequences. Although many express concern and positive attitudes toward climate action, they lack confidence to engage meaningfully in mitigation efforts. International literature reflects similar trends, underscoring a persistent policy–practice gap.

The review highlights the need for pedagogical strategies that strengthen both climate knowledge and learner agency. It concludes that targeted professional development, coherent curriculum alignment, and systemic support are essential for transformative, competency-based CCE in South Africa and beyond. By synthesising current evidence, this review contributes to strategies of equipping teachers with the knowledge, skills, and resources to integrate CCE effectively, while deepening understanding of learners’ engagement. Insights will inform curriculum design, teacher training, professional development, and policymaking within the South African National Science curriculum and internationally.

Keywords:

Climate Change Education, Policy–Practice Gap, South African Science Curriculum, Teacher Professional Development, Learner Knowledge, Attitudes, and Practices.