Climate Change Competence: Education based solutions

Climate Change Education (CCE) constitutes a critical response to the escalating climate crisis, yet persistent gaps remain in the operationalisation of competencies, robust assessment instruments, and evidence-based instructional strategies within formal education systems. Building upon the foundations of the preceding EduC3 project (PID2020-114358RB-100), the Edu4C3 initiative addresses these challenges through a coherent, multi-phase research programme.
The project pursues four principal objectives: (1) refinement of the Climate Change Competence (C3) framework via a systematic literature review that integrates recent advances in systems thinking, critical information literacy, agency, emotional regulation, and resilience; (2) development and psychometric validation of modular C3 assessment scales tailored to primary, secondary, university, and teacher populations, alongside innovative methodologies leveraging International Large-Scale Assessments (ILSAs) such as PISA, TIMSS, ICCS, and TALIS; (3) empirical evaluation of four complementary Learning Labs (C3-LABs) through quasi-experimental and intervention designs, examining the efficacy of outdoor education, socio-scientific reasoning, complexity modelling and data literacy, and emotional coping strategies; and (4) analysis of teachers’ emotion regulation practices to generate evidence-based guidelines for mitigating climate anxiety while fostering well-being.
Employing mixed-methods approaches, including Item Response Theory validation, multilevel modelling, and qualitative analysis, the project will produce a revised C3 framework, validated instruments, causal evidence on instructional effectiveness, and practical resources for educators. Expected outcomes encompass enhanced theoretical understanding, scalable monitoring tools for national and international policy, and transferable pedagogical materials to strengthen mitigation, adaptation, and societal resilience capacities. By bridging theory and practice, Edu4C3 aims to advance CCE implementation and contribute substantively to Spain’s and Europe’s climate and educational priorities.

The Edu4C3 project aims to strengthen how schools and teachers prepare students for the challenges of climate change. Building on previous work, it focuses on developing the knowledge, skills, and attitudes people need to understand climate issues and take effective action.
The project will:

Update a clear framework of “climate competences” that includes understanding complex systems, critical thinking, emotional regulation, and personal agency.
Create and test practical assessment tools for students and teachers, including methods that use existing international education surveys.
Run four practical teaching experiments (Learning Labs) covering outdoor nature-based learning, decision-making and real-world issues, data and systems thinking, and coping with climate-related emotions.
Provide teachers with evidence-based resources, lesson plans, and guidelines to address climate anxiety while fostering hope and action.

By combining research, practical testing, and teacher support, the project seeks to deliver ready-to-use materials and insights that help education systems contribute more effectively to climate mitigation and adaptation. The work involves researchers from several Spanish universities and international partners.