Educating for Climate Justice: Challenges and Possibilities for Schools in Times of Socio-Environmental Crisis

This chapter examines the role of school education in addressing the climate crisis from a climate justice perspective. It is based on a scoping review of specialized literature published between 1998 and 2025, using a qualitative, inductive, humanistic, and interpretive approach, with a topical narrative design. The analysis identifies three central axes: first, it highlights the limitations of traditional environmental education, characterized by a behaviorist emphasis that reduces educational action to changes in individual habits; second, it addresses the notion of risk society and the concept of critical eco-literacy, which allows us to understand the climate crisis as a complex and socially unequal phenomenon; and third, it proposes moving toward transformative education based on critical and decolonial pedagogy. In conclusion, school must be conceived as a strategic space for developing individuals committed to sustainable development.