Climate Change Education in Mexico: A Documentary Analysis of Policy, Curriculum and Institutional Frameworks

Abstract

Climate change is one of the greatest socio-environmental challenges of the 21st century, with significant impacts on ecological, economic and social systems. In this context, education has established itself as a fundamental tool to promote cultural, social and political changes oriented towards sustainability. This article analyzes the role of education as an instrument of transformation in the face of climate change in Mexico, considering its evolution from the international arena to its implementation in the national education system. The research was developed with a qualitative methodology based on documentary analysis, bibliographic review and analysis of public policies related to environmental education and education for sustainable development. International instruments such as the 2030 Agenda, the Paris Agreement and UNESCO recommendations were examined, as well as national regulatory frameworks such as the General Law on Climate Change and the General Law on Education. The results show that Mexico has made progress in incorporating climate education into its institutional and curricular framework; however, challenges remain related to the effective mainstreaming of environmental education, teacher training, and social participation. The results were compared with previous research findings, highlighting the need to strengthen interdisciplinary and community-based approaches to climate education. Finally, it is concluded that education is a strategic instrument to build an informed, resilient climate citizenship committed to adaptation and mitigation to climate change, being essential to strengthen educational policies, scientific research and social participation to face the country's environmental challenges.