科学和社会科学小学课程中的气候变化和可持续性

primary school curricula This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms ofuse of the UNESCO Open Access Repository (https://www.unesco.org/open-access/cc-sa). UNESCO is an Open Access publisher and all publications are made available online, free of charge through UNESCO’s documentaryrepository. Any commercialization of its publications by UNESCO is for cost-recovery of nominal actual costs for printing or copying The designations employed and the presentation of the material In this publication do not imply the expression of any opinionwhatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area, or of its authorities, or concerning Published in 2026 by the United Nations Educational, Scientific and Cultural Organization (UNESCO), 7, place de Fontenoy,75352 Paris 07 SP, France. © UNESCO, 2026. First edition ISBN: 978-92-3-100800-9 https://doi.org/10.54676/DENE4573 Designed by UNESCO/Anna Mortreux Layout by UNESCO The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of theGlobalEducation Monitoring Reportis to be 'the mechanism for monitoring and reporting on SDG 4 and on education inthe other SDGs' with the responsibility to 'report on the implementation of national and international strategies TheGlobal Education Monitoring Reportteam is responsible for the choice and the presentation of the facts contained in this book and for the opinions expressed therein, which are not necessarily those of UNESCO and donot commit the Organization. Overall responsibility for the views and opinions expressed in the report is taken by TheGlobal Education Monitoring Reportteam Director: Manos Antoninis Daniel April, Marcela Barrios Rivera, Madeleine Barry, Yekaterina Baskakova, Michael Cairney,Mariana Contreras, Aruem Cho, Anna Cristina D’Addio, Rafaela Maria Da Silva Santos, Dmitri Davydov,Francesca Endrizzi, Anja Flottmeier, Tuamanaia Foimapafisi, Pablo Fraser, Lara Gil Benito,Emily Goldstein, Pierre Gouëdard, Priyadarshani Joshi, Maria-Rafaela Kaldi, Josephine Kiyenje, Jodi Klue,Camila Lima De Moraes, Kate Linkins, Kassiani Lythrangomitis, Aurélia Mazoyer, Anissa Mechtar,Yuki Murakami, Judith Randrianatoavina, Kate Redman, Maria Rojnov, Divya Sharma, Laura Stipanovic, The Global Education Monitoring Report is an independent annual publication. The GEM Report is funded by agroup of governments, multilateral agencies and private foundations and facilitated and supported by UNESCO. SH O R T Primary school curricula must include a much stronger There is an urgent need to address climate change and sustainability in primaryeducation. Learners must understand the climate impacts in their own contexts, howthese issues may affect them and their communities, and how action can be taken tocontribute to more sustainable, equitable, just and climate-resilient societies. Policy The findings presented in this report indicate that accelerated efforts are needed togreen the curriculum. In this study of over 830 Grade 3 and Grade 6 science and socialscience curricula from 88 countries worldwide, it was found that 548 (66 per cent)mentioned environment, sustainability and climate change content at least once. more likely to have a moderate or high focus on green contentcompared to Grade 3 curricula. Moreover, Grade 6 curricula had over five times more climate change content thanGrade 3 curricula.15% depth and focus. The majority of environment andclimate change content was found in science curricula,while sustainability content appeared equally in bothof grade 3 and grade 6science and social sciencecurricula contain references science and social science subjects. Europe and NorthernAmerica, Central and Southern Asia and Oceania had more green content compared to other regions. Fourteenof the 88 countries analyzed include separate subjects such asenvironmental education, education for sustainable developmentor environmental studies with a strong focus on green content. The extent of climatechange content, which was minimal before 2000, has increased significantly over time, Climate change and sustainabilityin science and social scienceprimary school curricula Acknowledgements UNESCO gratefully acknowledges the time and effort spent by those involved in the production of this publication. The publication was produced under the overall guidance of Manos Antoninis, Director of the Global Education This publication would not have been possible without those who undertook the research and report writing.Gratitude goes to the co-authors – Aaron Benavot, Professor at the University at Albany-State University of New York,United States of America and Lead, Global Indicator Development, Monitoring and Evaluating Climate Communication The a