On 24–25 March 2026, UNU-IAS convened representatives from Korea Environment Corporation (K-eco) and UNESCO Regional Office for South Asia to review and refine the Climate Change Competency Framework for Educators (CFE). The framework aims to provide a comprehensive and systematic framework for quality climate change education (CCE).
The two-day consultation assessed the framework’s clarity, comprehensiveness, relevance, inclusivity, applicability in diverse contexts and strategic alignment with priorities of partners. K-eco shared best practices and training resources from the Republic of Korea. UNESCO Regional Office for South Asia contributed insights on key considerations for training design and contextual adaptation. The consultation yielded expert feedback for finalizing the framework, guidance on revisions before training design, and priority actions and next steps on how the framework will be used moving forward. Once finalized, the framework will serve as foundation for the pilot educator training in the Maldives and Sri Lanka. Training modules will be customized based on the initial readiness levels of target educators, allowing for the prioritization of specific domains and modules according to local context.
Developed as part of Climate Change Education for All: Building Teacher Readiness for Climate Literacy, a joint project of UNU-IAS and K-eco, the framework represents the culmination of a comprehensive review of international frameworks and guidance on climate change education. The CFE synthesizes insights from international climate education frameworks into five core domains that provide educators with systematic guidance. Each domain is further operationalized into well-defined, research-informed competencies that serve as a common reference point while supporting contextual adaptation to local needs and realities. Recognizing that climate change education extends beyond traditional classroom settings, the CFE is intended to be used by a wide range of educators — from formal schoolteachers to lifelong learning educators. It positions educators not merely as transmitters of climate knowledge, but as pedagogical designers, ethical facilitators and assessors of transformative learning.
