Leve, Anna-Kathryn; Garrecht, Carola; Harms, Ute (2025). Curricular Inclusion of Climate Education—What Is the Status Quo and Where Should We Go? Zeitschrift für Didaktik der Naturwissenschaften, 31 (3). 10.1007/s40573-025-00178-7
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It is one of today’s unquestioned challenges to take action towards climate change as a society. Education can be a key contribution to meet this challenge. The analysis of German curricula can show to what extend the content of school education would come up to this role. The present study provides an insight into how climate education is currently being implemented in German curricula of science and social studies for secondary education in a sample of three federal states (Bremen, Saarland, Mecklenburg-Vorpommern). They show two patterns: on the one hand that climate change is addressed through cross-cutting themes such as Sustainability but on the other hand that it is also described explicitly as a specific topic of its own right. In both cases there are cross-curriculum references as well as mandatory topics. Foci are to be found in Science subjects and in Geography, but there are also references to climate change that can be found in further social subjects. It is not visible within the current curricula documents if and how a connection between the subjects is being made.
Item Type: |
Journal Article (Original Article) |
|---|---|
PHBern Contributor: |
Garrecht, Carola |
Language: |
German |
Submitter: |
Carola Garrecht |
Date Deposited: |
23 Jan 2026 16:32 |
Last Modified: |
24 Jan 2026 10:56 |
Publisher DOI: |
10.1007/s40573-025-00178-7 |
Uncontrolled Keywords: |
Klimabildung, Climate Literacy, Curriculum, Interdisziplinäre Aufgaben, BNE |
PHBern DOI: |
10.57694/7963 |
URI: |
https://phrepo.phbern.ch/id/eprint/7963 |
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