In recent decades, Environmental Education for Sustainability (EES) and Climate Change (CC) have become critical pillars in addressing a range of socio-ecological issues, with particular emphasis on climate change. This complex, systemic socio-environmental challenge has required urgent action from various social sectors for over 50 years, attracting increasing attention from the media, society, and academia (Intergovernmental Panel on Climate Change [IPCC], 2023). A particularly notable escalation in the focus on these issues has been observed since 2015, coinciding with the Paris Agreement on emission reduction commitments (United Nations, 2015) and the launch of the United Nations 2030 Agenda (United Nations, 2015), especially with Sustainable Development Goal (SDG) 13, which emphasizes climate action.

This heightened interest has been accompanied by a surge in scientific output related to climate change across various formats, including articles, books, and special reports.One of the most representative academic outputs in this growing field is the production of Ph.D. dissertations.These theses symbolize the advancement of knowledge and the establishment of new research areas, serving as a culmination of rigorous academic programs undertaken by students who achieve the highest academic qualifications.

The increasing number of doctoral dissertations in environmental education and climate change signifies a robust and expanding research agenda in these areas, offering valuable insights into emerging academic trends, thematic focuses, and methodologies.This trend reflects the increasing academic importance of these subjects in training the next generation of scholars and researchers and contributing to the global knowledge base on climate change education.

This study utilizes a scientometric analysis of doctoral theses in environmental education and climate change in Spain to identify salient trends in the development of these fields. The primary objective of this study is to identify predominant patterns in academic production, with a particular focus on the thematic distribution, methodological approaches, and dominant conceptual frameworks in the field. By examining these elements, the study provides crucial insights into how climate change and environmental education are being integrated into academic research. Additionally, it underscores the growing interdisciplinarity of the field, as researchers increasingly draw from diverse fields such as the social sciences and education. This contributes to a more comprehensive understanding of climate change as a socio-educational issue that necessitates a comprehensive, global response.

The study's findings carry direct implications for the development of educational policy, the design of curricula, and the preparation of educators. By examining doctoral research trends, the study provides insights that shape future research directions, underscoring the necessity for interdisciplinary collaboration, a focus on climate justice, and the incorporation of diverse perspectives in climate change education.

This study employed a descriptive analysis based on an intentional, non-probabilistic census sampling approach. The primary source of documentation was the TESEO database, which compiles doctoral theses defended at Spanish universities. The sample selection process was conducted through keyword screening in the title and abstract, initially identifying 445 theses. The relevance of these theses was then evaluated by a panel of three experts in the field, followed by a second screening conducted by two additional experts. This process yielded an inter-rater agreement index of k=0.94, ensuring the reliability of the selection process. The final sample comprised 172 theses spanning the period from 1989 to 2023, with significant growth observed from 2015 onwards, coinciding with global policy advancements in climate action. To analyze academic production, a time series model was designed, considering key variables such as the year of thesis defense, autonomous community, field of knowledge, research methodology, main thematic focuses, analytical approaches, and the treatment of climate change, among other aspects. This methodological approach enabled the characterization of the evolution of academic production in environmental education and climate change, identifying emerging trends and development patterns in doctoral research in Spain.

The results of this study reveal significant shifts in doctoral research on Environmental Education for Sustainability (EES) and Climate Change (CC) in Spain. Early theses, predating 2000, were predominantly authored by scholars from the Natural Sciences, particularly Ecology and Biology, aligning with Snow's (2013) concept of "the two cultures", which posits that environmental research was rooted in the natural sciences. However, since the early 2000s, a paradigm shift has emerged, with Social Sciences and Education becoming the dominant fields. A significant portion of theses (55%) involved students and advisors from Social Sciences, Education, and Social Psychology, reflecting an interdisciplinary and pedagogical shift in climate change research. This trend aligns with global emphasis on socio-educational responses to climate change (UNESCO, 2021). A key finding is the predominance of qualitative research methods, with limited studies employing mixed methods. To enhance research comprehensiveness, combining qualitative and quantitative approaches could provide a more in-depth understanding of climate change education. Thematic analysis of theses revealed predominant themes such as sustainable practices, sustainable development, health, pollution, and biodiversity. In the context of climate change, adaptation, causes, and consequences emerged as central topics. Gender-wise, female authors (58.7%) outnumbered male authors (41.3%), suggesting further exploration of gendered dimensions in climate change and education. Geographically, Andalusia, Madrid, and the Valencian Community were key regions with prolific doctoral production, particularly in institutions such as the University of Granada, University of Valencia, and Autonomous University of Madrid. These regional patterns suggest research clusters influenced by local policy, funding, and academic expertise. In conclusion, this study highlights the transformation of doctoral research in EES and CC, driven by frameworks like the Paris Agreement and the 2030 Agenda. Future research should focus on interdisciplinary collaborations, emerging themes such as climate justice and resilience education, and mixed-methods approaches.

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