In the rural regions of Morocco, the intricate challenges posed by climate change significantly impact impoverished families, perpetuating social injustice and impeding sustainable development. Drawing on Dewey's Professional Educators, and Administrators Committees for Empowerment (PEACE) to optimise Participation, Experience, Association, Communication, and Environment) framework as a theoretical foundation and employing action research methodology throughout the curriculum design, this study delves into the multifaceted consequences of climate change. The adverse effects, such as irregular rainfall patterns, prolonged droughts, and heightened temperatures, directly jeopardise agricultural productivity—the linchpin of rural livelihoods. Lacking resources and knowledge to navigate these challenges, impoverished families face heightened vulnerability, further exacerbated by limited access to crucial information and technologies. Consequently, children from these families often confront early school dropout, amplifying cycles of poverty and social injustice. The literature review incorporates diverse perspectives, with Leach's 2008 work providing a foundational understanding of the environmental context, Adger's 2006 emphasis on vulnerability and resilience, and Pelling and High's 2005 exploration of adaptive capacity and social capital. Blaikie's 2006 focus on community-based resource management and Gupta et al.'s 2010 tool for assessing institutional adaptive capacity contribute additional insights. To address these issues, the study advocates for building communities of practice that facilitate knowledge sharing among educators, community leaders, and families. Within an action research framework, University Education Department teacher training programs play a pivotal role in equipping educators with the skills to embed climate change resilience into the curriculum. Collaborative efforts involving teachers, communities, and families inform the curriculum, ensuring its contextual relevance and promoting sustainable practices. By fostering a sense of community and empowering educators, the study aims to enhance the adaptability of rural communities to climate change, simultaneously mitigating social injustices and breaking the cycle of early school dropout and poverty.

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