In 2023, global average temperatures had reached 1.45°C (with a margin of uncertainty of ±0.12°C) above pre-industrial levels (WMO, 2024[1]). A series of climate impacts accompanied this record high temperature increase. Marine heatwaves affected nearly one-third of the global ocean, harming ecosystems and food systems. The world’s most important glaciers experienced unprecedented ice loss, driven by extreme melt in North America and Europe. Extreme weather events—floods, cyclones, heatwaves, and wildfires—had far-reaching socio-economic impacts, exacerbating acute food insecurity. Meanwhile, global mean sea level surged to a record high due to ocean warming and glacier/ice sheet melting (WMO, 2024[1]). In addition, there is today unequivocal evidence that the planet is approaching so-called ‘Earth tipping points’, where beyond certain thresholds, sub-systems of the planet undergo a system change, often in an abrupt and irreversible manner, with negative impacts that can cascade through socio-economic systems. Some of these tipping points, such as the West Antarctic and the Greenland ice sheets, are at risk of being crossed at much lower levels of warming—and therefore much sooner—than previously thought (Armstrong McKay et al., 2022[2]; OECD, 2022[3]).
The Paris Agreement, a legally binding international treaty on climate change adopted by 196 Parties at the 21st Conference of Parties (COP 21) in Paris, seeks to hold the increase of global average temperature to well-below 2°C, while pursuing efforts to limit it to 1.5°CT1 (Paris Agreement, 2015[4]). Addressing the climate change challenge requires responses at various levels across different sectors of the economy to mitigate increasing threats to humanity and the environment, and to adapt to both current and future impacts. Indeed, meeting the goals of the Agreement calls for a profound transformation in the way societies and economies function. This shift goes beyond incremental changes and instead requires systemic changes in critical sectors such as transport, energy, food and agricultural systems to ensure sustainability and resilience. (IPCC, 2022[5]). Progress in tackling the climate crisis has been made globally since the Paris Agreement was adopted, albeit at a largely slower pace and scale than necessary to meet the Agreement’s goals. To promote the change at the necessary scale and pace, it is crucial to reflect both on what gaps and obstacles exist in current systems, as well as on how the world can build on observed advancements to date.
The education and training sector is intrinsically linked with climate and other environmental challenges in several ways. First, the education and training systems are vulnerable to the impacts of these crises. Around half of the 7 5 million children who have their education disrupted each year do so as a result of climate-related extreme events and natural disasters, including heat waves, floods, as well as disease outbreaks (Theirworld, 2018[6]; World Economic Forum, 2023[7]; UNESCO, 2024[8]). The direct consequences of these include the destruction of infrastructure, including education institutions, and the loss of life or injuries, including among students, parents, and school staff. While low-income countries are more impacted by extreme weather events, direct climate risks are also increasing in high-income countries. In addition, climate change affects education through internal and cross-border displacement, as well as impacts on livelihoods and health. Evidence indicates that, extreme temperatures, for example, affect learning and cognitive potential (Horvath and Borgonovi, 2022[9]; Nusche, Fuster Rabella and Lauterbach, 2024[10]). All these effects are exacerbated by socio-economic factors and impacts are disproportionately felt amongst vulnerable communities and populations (IPCC, 2022[11]).
Second, education and training are instrumental in shaping behaviours that underpin climate action and sustainability. Education and skills policies have the potential to serve as a catalyst for fostering environmental awareness and critical thinking, equipping individuals with the knowledge and skills necessary to comprehend interconnectedness of global systems and the complexities of climate and environmental challenges. By bridging the gap between knowledge of the climate and other environmental challenges and the potential solutions for these challenges, education and training provide valuable insights, and help enable individuals to adopt sustainable behaviours and actively participate in shaping policies and practices that support sustainability. Through promoting agency and civic engagement, education can also encourage proactive involvement in addressing environmental issues, ultimately driving the cultural shifts and social, political and economic changes essential for tackling climate change and other environmental challenges.
Finally, education and training play a crucial role in skills development, particularly as labour markets transition in response to climate and other environmental challenges. The transition to an inclusive green economy can serve as a robust engine for growth and a significant driver of decent work creation across developing, emerging, and advanced economies (van der Ree, 2019[12]). Ensuring a sustainable planet requires policies that secure long-term employment and social well-being, presenting both challenges and opportunities for policymakers as they strive to reshape job markets towards greener economies. This dynamic landscape demands a workforce equipped with the necessary skills, underscoring the importance of education and skills policies in preparing individuals for the evolving demands of sustainable markets and jobs. There is a need therefore to enhance the strategic importance of the sector for the transition to greener societies and a safer future (OECD, 2023[13]; OECD, 2023[14]).
This report seeks to provide further understanding on the role education and training systems can play in fostering transformative change and building resilient societies by (1) empowering citizens and communities for action, (2) fostering informed consumption and lifestyle choices and (3) equipping individuals with the skills needed for changing labour markets in response to the greening of economies and societies. Chapter 2 consolidates evidence on the ways in which education policies can promote socio-behavioural change to foster environmental sustainability and resilience in society at large, while Chapter 3 focusses on the role of education and training policies in supporting the green transition of economies, from a perspective of skills development. Each Chapter concludes with a set of policy options that, taken together, aim to support countries in designing coherent, flexible and inclusive education and skills systems, where individuals of all ages and backgrounds are supported in shaping a sustainable future and making the most of the opportunities offered by the green transition.