Sustainable themes are not new in education. In 1972, the first world conference on the human environment, hosted by the United Nations (UNCHE), concluded that environmental issues had not been given adequate attention from the public or policymakers. In 1987, the World Commission on Environment and Development (WCED) came up with the ’OUR COMMON VISION’ framework with a development focusing on the needs of current generations without compromising the ability of future generations to fulfil their own needs”. Already then, there was linkage between social, economic, cultural and environmental issues. In 2000, the eight Millennium Development Goals (MDGs) were elaborated including 7 goals to ensure environmental sustainability. In 2015, the UN 2030 Agenda for Sustainable Development was adopted. According to the United Nations and other global forums, climate change education is critical for implementing mitigation and adaptation methods and creating a new generation capable of building climate-resilient communities. In addition, already in in 2004, Britzman raised concerns about the lack of radical change in education despite regular reports of climate change threatening global well-being. Sustainable development has created confusion about whose development are we discussing and whose voices are heard in framing these different SDG targets. As the criticism increases, new concepts are being developed, yet the idea of current climate crises and pedagogy related to it remains elusive. In this paper the climate change pedagogy is introduced from the global north-south perspectives utilizing the critical citizenship education and Planetary citizenship lenses based on an “Ecology of Knowledges”, calling for recognition of knowledge beyond scientific knowledge and is thus based on the epistemological diversity of the world instead of any general or universal epistemology (Moraes et al., 2021). The paper discussed responses from the qualitative questionnaire conducted for teachers in basic education in three countries: Finland, Ghana and India (Kerala) on their perspectives on climate change and its (in)existence in the curriculum and teaching. The focus is on the teachers perceptions about the climate change pedagogy - its opportunities and limitations.

Britzman, D. (2003). Practice makes practice: A critical study of learning to teach. New York Press Moraes, S., Arraut, E., & Arraut. (2021). From global to planetary citizenship, in conversations on global citizenship education- perspectives on research, teaching, and learning in higher education (E. Bosio, Ed., pp. 45–61). Routledge/Taylor and Francis.