Abstract
The need to address global climate change (GCC) in secondary education calls for the development of robust climate change education (CCE) materials. A comprehensive literature review of articles published from January 2016 to November 2023 found 250 studies, of which 14 studies were focused on professional development for CCE, and 49 addressed in CCE curriculum materials. The findings highlight the challenges to development and implementation of GCC education, including misinformation, curricular limitations, and inadequate teacher preparation. While some PD approaches, such as communities of practice, professional learning communities, hybrid workshops, and action research, show promise in enhancing teacher knowledge and instructional practices, scaling these efforts remains a challenge. Our review highlights the importance of interdisciplinary and place-based curriculum materials to make climate education relevant and engaging for students. It also highlights the value of partnerships among educators, researchers, and community stakeholders to develop and implement effective CCE materials. However, continued limited access to high-quality resources and a lack of focus on pedagogical content knowledge (PCK) have resulted in continued barriers to widespread adoption of such materials.