Methodological approaches to teaching climate change: a literature review

The growing number of studies on climate change in secondary education has motivated this work, which aims to map and characterise the different methodological approaches applied in its teaching through an exploratory and inductive approach. To this end, a systematic review was carried out following the PRISMA 2020 guidelines. Of the 778 articles identified, 57 met the inclusion criteria and were analysed in depth. The study analysed the temporal evolution of publications, the most cited authors and emerging trends based on keywords. Likewise, a content analysis was developed based on a system of article categories that allowed for an in-depth examination of the learning objectives, methodological approaches applied and assessment tools used in the educational interventions reviewed. The results offer a broad and contextualised view of the current landscape, showing the diversity of pedagogical approaches used and pointing to the need for further research into how these contribute to learning and the development of skills related to current socio-environmental challenges.