The STEM Education for Climate Change Learning in Secondary Schools: A Review of Pedagogical Approaches, Competencies, and Educational Outcomes

Abstract

Climate change is a complex scientific, technological, environmental, and societal challenge that requires education beyond factual knowledge transmission. This narrative review examines three questions: which STEM-oriented pedagogical approaches support climate change learning in secondary schools; which climate-related, STEM, and sustainability competencies are developed; and which educational outcomes and assessment strategies are reported. The reviewed literature identifies inquiry-based learning, project- and problem-based learning, socio-scientific issue approaches, engineering and design-based learning, place-based learning, and technology- and data-enhanced learning as meaningful approaches to climate change education. These approaches can foster climate and scientific literacy, systems thinking, critical thinking, problem solving, data literacy, collaboration, decision making, and action competence. Evidence is strongest for improvements in climate-related knowledge and conceptual understanding, while gains in motivation, attitudes, and engagement are also reported. Evidence concerning sustained behavioural and collective climate action remains more limited and heterogeneous. The review therefore highlights that the educational value of STEM depends not simply on incorporating STEM activities, but on integrating disciplinary knowledge with authentic climate problems, empirical evidence, quantitative analysis, design processes, and appropriate assessment. Based on the synthesis, a conceptual STEM Climate Learning Pathway is proposed, linking authentic climate challenges with pedagogical processes, competency development, educational outcomes, and the potential for informed climate action.