Climate Education NDCs
On the urgent need for climate education – Marina Silva, Brazilian Minister of the Environment and Climate Change
At EARTHDAY.ORG, we recognize the critical role education plays in empowering communities to tackle the climate crisis. To support global efforts for climate action, we’ve developed the Climate Education NDCs Tracker below. It is a comprehensive tool to monitor the inclusion of climate education in the Nationally Determined Contributions (NDCs) submitted by countries under the Paris Agreement.
This tracker provides an up-to-date overview of how countries prioritize climate education in their NDCs. It evaluates the extent and quality of education-related commitments, such as incorporating climate education into formal curricula, supporting teacher training, engaging local communities, and fostering youth leadership.
Category 1
Category 2
Category 3
Category 4
Category 1 –
Explicitly mentions a detailed plan to integrate climate education and the curriculum for both formal and non-formal educational settings.
| Country | Category | Link | Quick Facts | What NDC is this? (First, second, updated) |
|---|---|---|---|---|
| Cambodia | Category 1 | https://unfccc.int/sites/default/files/NDC/2022-06/20201231_NDC_Update_Cambodia.pdf | -Cambodia has 4 adaptation actions in the education sector: upgrading curriculum and training methods to include climate change content in primary schools, upgrading non-formal education curricula to include climate change content, constructing centres for climate change excellence at Universities, and including climate change education as a required part of teacher training. -Including climate change in long-term planning processes for the education sector is an adaptation action for the policy and planning category. -Climate education adaptation actions include costs for implementation as well as potential finance benefits. -Cambodia’s National Adaptation Plan is referenced, which includes the integration of climate change content into curricula at all levels. | Updated(1st) |
| Colombia* | Category 1 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC%20actualizada%20de%20Colombia.pdf | -Education, training, and awareness is one of Colombia's five means of implementing their NDC, indicating that education is at the forefront of the climate crisis. -Within education, training, and awareness, numerous plans are given, including the integration of climate education into formal and non-formal education. -In formal education, Colombia's NDC specifies that all grade levels - Pre K through University - should include climate change content by 2030. -The NDC acknowledges that climate change education and awareness raising are essential elements to shift populations views on climate change. | Updated(1st) |
| Costa Rica* | Category 1 | https://unfccc.int/sites/default/files/NDC/2022-06/Contribucio%CC%81n%20Nacionalmente%20Determinada%20de%20Costa%20Rica%202020%20-%20Versio%CC%81n%20Completa.pdf | -Climate education is included in the Climate Empowerment section of Costa Rica's NDC, alongside other awareness-raising tools. -The Climate Empowerment section includes revision of primary and secondary school curricula to include climate change, the green economy, and the just transition. -The language on climate education is strong, but limited to just one main section. The section itself could also be further developed by transitioning from general statements to making specific commitments. | Updated(1st) |
| Dominican Republic* | Category 1 | https://unfccc.int/sites/default/files/NDC/2022-06/Dominican%20Republic%20First%20NDC%20%28Updated%20Submission%29.pdf | -Climate education is included under the Climate Empowerment section, one of the Dominican Republic's' 7 main NDC implementation components. -The Climate Empowerment section includes the integration of interdisciplinary climate education in all grade levels of the formal education system. Climate education is also to be included in non-formal settings. -Beyond this, education is also included in another main implementation component: climate governance. However, here it is mentioned only in higher education. | Updated(1st) |
| Maldives | Category 1 | https://unfccc.int/sites/default/files/2025-02/Maldives%E2%80%99%20Third%20Nationally%20Determined%20Contribution.pdf | -The Maldives third NDC prioritizes climate education in both formal and informal education settings to bolster critical thinking and resilience to climate change. The Maldives also recognizes the necessary role of the private sector and of international finance to achieve NDC goals, including climate education. -Climate change content will be mainstreamed into all levels of education, including teacher training programs. Academic and training institutions will be strengthened to support the integration of climate change into research and education. -Access to information about green jobs will be promoted, and educational opportunities in the green sector will target youth and young professionals. -Climate change research will be expanded by strengthening institutional capacity, including the development of national climate research centers. -Locally relevant awareness campaigns will be conducted, with a focus on how vulnerable groups (women, children, youth) are disproportionately impacted by climate change. | 3rd |
| Myanmar | Category 1 | https://unfccc.int/sites/default/files/NDC/2022-06/Myanmar%20Updated%20%20NDC%20July%202021.pdf | -Myanmar's NDC emphasizes the need for investments in education to built a climate-responsive society. -Highlights the need for international support in primary, secondary, and higher education capacity building. -Increased professional and teacher training are recommended to help integrate sustainability, low-carbon development, and other climate topics into formal education curricula at all levels. -Multi-stakeholder partnerships are encouraged to help build capacity to create an education system that creates a climate-responsive society. -Myanmar's NDC clearly prioritizes climate education in formal settings and overall awareness-raising to build a climate literate society. | Updated(1st) |
| United Kingdom of Great Britain and Northern Ireland | Category 1 | https://unfccc.int/sites/default/files/2025-01/UK%27s%202035%20NDC%20ICTU.pdf | -A new climate science course for 16- to 18-year-olds is being implemented. -In April 2022, the Department for Education published its Strategy for -Sustainability and Climate Change in Education and Children's Services. This plan will be reviewed and updated in 2025 to ensure that youth are prepared for a sustainable future. -A new GCSE in Natural History is set to launch by 2025. -Some parts of the United Kingdom, including Wales, Guernsey and Gibraltar, have implemented climate education into school curricula. | 2035 NDC |
| Uruguay* | Category 1 | https://unfccc.int/sites/default/files/2025-01/20241220_Uruguay_NDC3.pdf | -Uruguay’s NDC pledges to integrate climate education into formal education at all grade levels by 2030. -By 2030, a national platform will be created to provide training and educational resources for climate education. -The NDC also highlights climate education in informal settings, including public sector trainings, workshops, and competitions. | 3rd |
Category 2 –
Mentions climate education and has programs in non-formal educational settings but no mention of integration into the curriculum
| Country | Category | Link | Quick Facts | What NDC is this? (First, second, updated) |
|---|---|---|---|---|
| Angola | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC%20Angola.pdf | -Climate education in Angola focuses on capacity building. -Aims to train public service and ministry officers on climate change. -Emphasizes training teachers and educators in climate change. -Includes the integration of climate change content into school and university curricula. | Updated(1st) |
| Antigua and Barbuda | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/ATG%20-%20UNFCCC%20NDC%20-%202021-09-02%20-%20Final.pdf | -All students in primary through tertiary school will have access to climate education by 2027. -The UNFCCC Focal Point is developing a Youth Engagement Strategy and Action Plan. -Aims to involve children and youth, including the most vulnerable, in climate action. | Updated(1st) |
| Argentina | Category 2 | https://unfccc.int/sites/default/files/NDC/2023-12/Argentinas%20Second%20NDC.pdf | -The NDC references legislative efforts to incorporate environmental education into formal and non-formal education settings. -Recognizes the importance of sustainable culture and how environmental education can serve to progress that. -Teacher training and increased youth roles in planning processes are also mentioned in relation to environmental education. -Argentina's NDC uses the term "environmental education" as opposed to "climate education", taking a more broad stance. | Updated(2nd) |
| Brunei Darussalam | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/Brunei%20Darussalam%27s%20NDC%202020.pdf | -Climate awareness and education is listed as one of ten core national strategies to strengthen climate resilience. There is no mention of climate education in formal schooling systems. -Informal climate education consists of programs delivered through workshops and forums. -The aim of education initiatives is to build a disaster-resilient community by raising awareness and public preparedness for climate-induced disasters. | 1st |
| Cameroon* | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/CDN%20r%C3%A9vis%C3%A9e%20CMR%20finale%20sept%202021.pdf | -Cameroon includes climate education and training programs as an adaptation action to be undertaken by all ecological agro zones (ZAE). This action doesn't specify in what settings (formal or non-formal) climate education will be integrated. -The NDC includes the cost of implementing adaptation actions, including climate education and training programs. -Plans to work with Ministry of Higher Education to develop climate change related curricula is included in the NDC. | Updated(1st) |
| Central African Republic* | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/CDN%20Revis%C3%A9e%20RCA.pdf | -By 2025, basic notions of climate change will be integrated into primary and secondary school curricula. -Supporting mechanisms of curricula integration include capacity building for teacher training and testing of content. | Updated(1st) |
| Chad* | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/CDN%20ACTUALISEE%20DU%20TCHAD.pdf | -The NDC highlights how education is both directly impacted by climate change and also crucial to achieving NDC goals. -Within the education sector, the NDC lists several adaptation actions: promotion of environmental clubs in schools, integrating climate adaptation into education curricula and training programs, popularizing climate change-related books and guides, and adapting school calendars to climate change. | Updated(1st) |
| China | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/China%E2%80%99s%20Achievements%2C%20New%20Goals%20and%20New%20Measures%20for%20Nationally%20Determined%20Contributions.pdf | -Some climate change components have been integrated into formal education through inclusion in curricula, and in non-formal education through distribution of media and other means. -Climate training programs have been developed for officials and sector-specific roles such as the carbon market. -Green and low carbon development is to be included in the national education system. -Some regions have taken further steps: the Macao SAR government already requires climate change to be included in curricula at all levels, and provides guides to schools for integration. | Updated(1st) |
| Dominica | Category 2 | https://unfccc.int/sites/default/files/2022-07/The%20Commonwealth%20of%20Dominica%20updated%20NDC%20July%204%20%2C.pdf | -A draft framework was created to integrate the SDGs into primary and secondary education curricula. -The Central Statistics Office has adopted Caribbean-specific SDGs, focusing on regionally relevant indicators. -A database is being developed to track these indicators, including definitions, rationales, stakeholders, progress levels, and reporting methods. -Community-level, informal streams of climate education are highlighted throughout the NDC. | Updated(1st) |
| Ecuador* | Category 2 | https://unfccc.int/sites/default/files/2025-02/Segunda%20NDC%20de%20Ecuador.pdf | -Education is included as part of Ecuador’s public policy to promote Actions for Climate Empowerment. -The empowerment of groups including indigenous populations, youth, and women is included, recognizing their knowledge and capabilities as essential in combating climate change. -Programs will consider climate issues while incorporating official languages and fostering intercultural relationships. | 2nd |
| Egypt | Category 2 | https://unfccc.int/sites/default/files/NDC/2023-06/Egypts%20Updated%20First%20Nationally%20Determined%20Contribution%202030%20%28Second%20Update%29.pdf | -The NDC directly mentions integrating climate change content into school and university curricula. -It calls for increased investments in climate projects through innovative partnerships between government, private sector, development organizations, financial institutions, NGOs, and research/educational institutions. -Encourages youth participation in the green transition via skills training, research, innovation, and incentives. | Updated(1st) |
| El Salvador* | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/El%20Salvador%20NDC-%20Updated%20Dic.2021.pdf | -Includes the review of curriculum to include climate change in some areas, particularly relating to agriculture and industry. Climate education at the technical level is also encouraged. -Generally, climate education is mentioned as a tool to grow public awareness on climate change and to support informed decision-making. Its importance is highlighted, though detailed plans would complement the strong language. | Updated(1st) |
| Equatorial Guinea* | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-10/CND-GuineaEcuatorial-Version2022-Actualizada.pdf | -Includes estimated costs up until 2050 for awareness-raising and education initiatives. -Improving climate education at all levels is listed as a priority adaptation action. -Improving both formal and non-formal climate education streams are mentioned. Informal streams include the publication of magazines, brochures, and environmental agendas. | Updated(1st) |
| Eritrea | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/NRC%20Eritrea.pdf | -The NDC includes the integration of climate related topics into formal education at all levels. -More informal streams of climate education for adults would not only augment awareness among youth, but also prepare adults for climate risks. This will be achieved through radio stations, TV broadcasts, documentary films, and the press. | 1st |
| Gambia | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/Second%20NDC%20of%20The%20Republic%20of%20The%20Gambia-16-12-2021.pdf | -The Gambia is making continued efforts to expand access to secondary, higher, and tertiary education with a focus on climate change. -A primary/basic education curriculum has been developed, integrating environmental issues, including climate change. -Training of trainers and teachers for the new curriculum has already begun. -The Gambia plans to fully integrate climate change into all education curricula, though some gaps remain. | 2nd |
| Jordan | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/UPDATED%20SUBMISSION%20OF%20JORDANS.pdf | -Jordan's NDC includes raising awareness and engaging the community, children, and youth through both formal and informal education on climate change, the environment, and sustainable development. -Jordan is developing a unified entry-level curriculum that includes climate change and environmental themes, with contextualized materials for Jordan to be shared via: social media, informal settlements, schools, youth centers, and innovation incubators. | Updated(1st) |
| Kazakhstan | Category 2 | https://unfccc.int/sites/default/files/NDC/2023-06/12updated%20NDC%20KAZ_Gov%20Decree313_19042023_en_cover%20page.pdf | -Climate awareness and environmental literacy are discussed in detail in the NDC, with specific policies being cited. -Specific climate education isn't mentioned as much as general environmental education. -The integration of environmental aspects into formal education is stated as a main task in the education sector, as are measures to to improve environmental culture and respect for the environment. | Updated(1st) |
| Lao People's Democratic Republic | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC%202020%20of%20Lao%20PDR%20%28English%29%2C%2009%20April%202021%20%281%29.pdf | -Climate change awareness is given its own section in the NDC, but doesn't specify any plans for integrating climate education into formal settings. Awareness raising campaigns have been conducted throughout the country. -Supplemental planning documents which do include climate education integration in formal settings are referenced, including the National Strategy on Climate Change Toward 2030. | Updated(1st) |
| Malawi | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/Malawi%20Updated%20NDC%20July%202021%20submitted.pdf | -Capacity building, education, and training and awareness is one of Malawi's six priority areas for climate change intervention as mentioned in their NDC. -There is no explicit mention of including climate education in formal systems, but general/informal climate education is a priority through trainings, knowledge management, and ongoing communication. | Updated(1st) |
| Marshall Islands | Category 2 | https://unfccc.int/sites/default/files/2025-02/Republic%20of%20the%20Marshall%20Islands%20NDC%203.0.pdf | -The NDC reflects the necessity to integrate climate change education into the Marshall Islands education sector. -Importantly, the updated third NDC includes a strong commitment to achieving gender equality in education, recognizing the need to elevate women's voices when crafting sustainable solutions. | 3rd |
| Nauru | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/Nauru%20Updated%20NDC%20pdf.pdf | -Nauru's NDC contains two commitments within the education sector. One is a general analysis of the education system to address systemic challenges such as truancy and illiteracy. The other is to include climate content in primary school curricula. -Integration of climate change into primary school curricula is being done in collaboration with the German Corporation for International Cooperation (GIZ). -Other public education campaigns are being conducted by the government to encourage energy efficient behavior | Updated(1st) |
| Nepal | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/Second%20Nationally%20Determined%20Contribution%20%28NDC%29%20-%202020.pdf | -Climate education is mentioned in only one area of the NDC, but includes specific commitments and a timeline of integration. -By 2025, 2,000 climate change adaptation resource persons will be mobilized, and climate change education will be included in all secondary schools. | 2nd |
| Pakistan | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/Pakistan%20Updated%20NDC%202021.pdf | -Climate change will be included in the curriculum of all secondary schools by 2030. -Specialized climate courses will be offered in colleges and universities. -The Ministry of Climate Change will offer different ways for youth to become involved in climate action, while propagating climate education curricula. | Updated(1st) |
| Qatar | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/Qatar%20NDC.pdf | -"Eco school programs" promote environmental education at the primary and secondary level. Part of this includes including climate change content into parts of the curriculum. -The Ministry of Education has created a committee for sustainable development, which oversees integrating climate change awareness into the education system. -Teacher training is included as part of ensuring quality climate education. | Updated(1st) |
| Republic of Moldova | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/MD_Updated_NDC_final_version_EN.pdf | -Proposes climate education training programs across relevant sectors. -Plans to integrate climate considerations into sectoral education curricula, with attention to gender aspects. -Includes cost estimates for implementing climate education policies. -Informal climate education programs will include staff training and competitions related to energy efficiency. | Updated(1st) |
| Saint Lucia | Category 2 | https://unfccc.int/sites/default/files/2025-02/Saint%20Lucias%20Third%20Nationally%20Determined%20Contribution.pdf | -Saint Lucia's NDC lists the integration of climate change education into school curricula as a key priority. Part of this involves training educators to ensure that students are equipped to address climate challenges. -Saint Lucia's National Adaptation Plan (NAP), referenced in the NDC, further explores specific projects in the education sector that relate to climate education. | 3rd |
| Seychelles | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/Seychelles%20-%20NDC_Jul30th%202021%20_Final.pdf | -Content related to marine education and the blue economy is to be added to formal education curricula in the Seychelles. -Climate content, including mitigation and adaptation actions, is planned to be added in post-secondary institutions. -Informal streams of climate education include peer-to-peer networks, local skills development, and professional development. -Climate change capacity building is encouraged in a wide variety of areas, including in faith groups, government entities, midwifery, and life skills and family life education. | Updated(1st) |
| South Sudan | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/South%20Sudan%27s%20Second%20Nationally%20Determined%20Contribution.pdf | -Most discussion of climate education surrounds awareness raising for issues concerning the general public in specific sectors. -South Sudan faces challenges surrounding access to education, which takes precedent in the NDC before any commitments to specific climate education. -The NDC does mention the importance of integrating climate change and environmental topics into school curricula, but does not specify at what levels. | 2nd |
| St. Vincent and the Grenadines | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/Saint%20Vincent%20and%20the%20Grenadines_NDC.pdf | -Public education and awareness building are stated as a priority of St. Vincent and the Grenadines climate plan. -Part of the public education program includes developing a national curriculum for schools, including climate change content and disaster risk reduction. The plan also includes a 3 year long public education program aimed at building community climate resilience. -Technical training is also stated as an action to achieve plan goals. | 1st |
| Suriname | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/Suriname%20Second%20NDC.pdf | -Education is stated as a foundational sector, with the need to be resilient so that other sectors can build their strength. -Suriname's NDC mentions the power of education as a tool for climate resilience, but doesn't elaborate on how they will specifically utilize it. -Development of educational programmes and curricula is needed to strengthen training of environmental specialists. | 2nd |
| Tajikistan | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC_TAJIKISTAN_ENG.pdf | -Curricula development for secondary schools, vocational schools, and higher education institutions will include issues of climate change mitigation and adaptation measures. -Capacity building programs include increased media coverage, civil servant training, development of sectoral and regional plans, and improvement of educational and methodological materials. | Updated(1st) |
| Uganda | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-09/Updated%20NDC%20_Uganda_2022%20Final.pdf | -Education was added as a priority sector in the updated version of Uganda's NDC. -Adaptation actions in Uganda's education sector include promoting education and training on climate change, including indigenous knowledge. Specifically, integrating climate education into the national curricula at all levels is stated as a priority action. A basic timeline for when this should be achieved is also included. -Another priority adaptation action is to improve general education and awareness on climate change. Specific plans for this aren't mentioned in the NDC, but this action recognizes the need to address gender inequalities when it comes to climate literacy. -Uganda's National Climate Change Learning Strategy and Action Plan, mentioned in the NDC, includes more content related to climate education. | Updated(1st) |
| United Arab Emirates | Category 2 | https://unfccc.int/sites/default/files/2024-11/UAE-NDC3.0.pdf | -The UAE has partnered with organizations like the International Renewable Energy Agency (IRENA) to develop integration of renewable energy systems and sustainable development in their education system. -The NDC also states that this partnership will help develop a curricular framework to offer students climate knowledge. -In collaboration with UNICEF, the UAE will train education officials on climate-related content. -Numerous informal climate education programs are mentioned in the NDC, many of them targeting youth. These include competitions, conferences, and collaborations, numbering 140 programs across 28 different organizations. | 3rd |
| Vanuatu | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-08/Vanuatu%20NDC%20Revised%20and%20Enhanced.pdf | -One model school in each province in Vanuatu will implement environmental resilience programs. -By 2030, 100% of schools in Vanuatu will incorporate climate risk management in implementation plans, requiring 950,000 USD in financing. -Other commitments include integrating sustainable development and related topics at the primary level, as well as more general public education programs. | Updated(1st) |
| Vatican City | Category 2 | https://unfccc.int/sites/default/files/NDC/2023-05/Vatican%20City%20State%20NDCs%20-%20May%202023.pdf | -Education in the Vatican city is limited to post-secondary institutions, so there isn't much mention of climate education. -The concept of "ecology education" and general community awareness of climate change is still mentioned throughout the NDC. | 1st |
| Venezuela (Bolivarian Republic of)* | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/Actualizacion%20NDC%20Venezuela.pdf | -Venezuela's NDC includes climate education in both formal and non-formal settings, referencing how certain laws support climate education. -Climate education is defined in the NDC - in reference to a previously passed Venezuelan law - which highlights how it is a tool to help make long-term sustainable choices that will benefit the nation through behavioral change. -The importance of climate education in universities is given its own section | Updated(1st) |
| Viet Nam | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-11/Viet%20Nam%20NDC%202022%20Update.pdf | -Viet nam's NDC expresses the intent to integrate climate change information and response into curriculum at all levels of education. -Promoting climate change communication and education has helped encourage positive lifestyle behaviors. -No specific plans or policies to implement climate change education are included in the NDC. | Updated(1st) |
| Zambia | Category 2 | https://unfccc.int/sites/default/files/NDC/2022-06/Final%20Zambia_Revised%20and%20Updated_NDC_2021_.pdf | -Capacity building is included as a priority in Zambia's NDC, but this revolves around the general public and not youth. Climate education in formal settings is not mentioned. -Zambia put in place a plan helping include youth in the development agenda of the country in relation to climate change. -A National Climate Change Learning Strategy was developed to build capacity in institutions, industries, and for individuals. Education is mentioned as a relevant sector. | Updated(1st) |
| Zimbabwe | Category 2 | https://unfccc.int/sites/default/files/2025-02/Zimbabwe%20NDC3.0%20Country%20Statement_2025_35.pdf | -Zimbabwe's updated second NDC includes the enhanced integration of climate change into basic and higher levels of education, though it lacks formal plans/policies. -Education is mentioned as a tool to help address gender inequality in the crafting of climate solutions. -Public awareness campaigns and workshops on topics including energy efficient appliances, forest conservation, and fires are included in the updated NDC. | 2nd |
Category 3 –
Mentions climate education, but without any clear indication as to how it will be implemented
| Country | Category | Link | Quick Facts | What NDC is this? (First, second, updated) |
|---|---|---|---|---|
| Algeria | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/Algeria%20-%20INDC%20%28English%20unofficial%20translation%29%20September%2003%2C2015.pdf | -Mentions the implementation of a national climate change program covering education, training, and research. | 1st |
| Andorra* | Category 3 | https://unfccc.int/sites/default/files/2025-02/NDC%203.0%20ANDORRA.pdf | -Andorra's third NDC mentions how education will be part of the social transition in the search for climate solutions. | 3rd |
| Bahamas | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-11/Bahamas%20Updated%20Nationally%20Determined%20Contributio | -The NDC states strengthening the delivery of climate change content in the education system as a goal. -Increasing awareness on locally relevant topics including coral reefs, mangrove forests, and relevant meteorological information is stated as a goal. -Promoting public awareness of the effects of climate change along with disseminating adaptation practices is included in the NDC | 2nd |
| Bolivia | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC_Bolivia-2021-2030_UNFCCC_en.pdf | -Bolivia's NDC mentions the importance of education in awareness-raising across the general population. -Formal and non-formal environmental and climate education is stated as playing a critical societal role. -No specific policies or plans are mentioned to improve environmental or climate education in Bolivia. | 2nd |
| Brazil | Category 3 | https://unfccc.int/sites/default/files/NDC/2023-11/Brazil%20First%20NDC%202023%20adjustment.pdf | -Promoting environmental education is one of Brazil's commitments in their NDC. However, not much detail is given about this goal. -The NDC references Brazil's National Plan on Climate Change (Climate Plan), which includes education, training, research, development, and innovation capacity as a transversal strategy. -The NDC mentions that the climate plan will be updated to include education and other sectoral adaptation strategies. | 2nd |
| Cabo Verde | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/Cabo%20Verde_NDC%20Update%202021.pdf | -The NDC does not explicitly prioritize climate education. -Opportunity to advocate for integrating climate education within community resilience efforts. -Resilient communities: Inform populations about risks, and enhance their ability to anticipate, prevent, and recover from disasters. | Updated(1st) |
| Canada | Category 3 | https://unfccc.int/sites/default/files/2025-02/Canada%27s%202035%20Nationally%20Determined%20Contribution_ENc.pdf | -The Georgetown Clean Tech Park on Prince Edward Island will integrate higher education, industry, and culture. -Education was briefly mentioned as a tool that could help stakeholders and civil society better understand how options available to them (choice of appliances, heat pumps, etc.) could help decarbonization. -Though the NDC lacks information on the national level, education in Canada is largely determined by its ten provinces and three territories; some of these provinces and territories have more detailed climate education plans. | 2035 NDC |
| Chile | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/Chile%27s_NDC_2020_english.pdf | -The NDC mentions the importance of promoting climate change education in formal and non-formal settings to empower climate action. -No further plans or commitments are included in the NDC as to how climate education will be integrated. | Updated(1st) |
| Eswatini | Category 3 | https://unfccc.int/NDCREG | -Vaguely mentions the importance of public education on climate change to promote awareness on health-related issues. -Discusses the importance of youth involvement in climate change decision-making, but with no connection to furthering climate education policy. | Updated(1st) |
| European Union | Category 3 | https://unfccc.int/sites/default/files/NDC/2023-10/ES-2023-10-17%20EU%20submission%20NDC%20update.pdf | -The NDC states the importance of supporting youth engagement in climate change decision-making processes. -Includes mention on the importance of climate education, training, and public awareness raising. -No specific mention of policies or commitments to further climate education. | Updated(1st) |
| Georgia | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC%20Georgia_ENG%20WEB-approved.pdf | -The NDC states that climate change education for children and youth will be provided, but no specific policies or commitments are given. | Updated(1st) |
| Guinea Bissau | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC-Guinea%20Bissau-12102021.Final.pdf | -Guinea-Bissau's NDC acknowledges their lack of capacity to properly develop and implement climate education policies. -The acknowledgment of difficulties is important, but NDCs should also be ambitious and include some goals, which Guinea-Bissau's lacks in terms of climate education. | Updated(1st) |
| Haiti* | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/CDN%20Revisee%20Haiti%202022.pdf | -Integration of climate change into the school curriculum is included, with more information to be in a National Education Plan on Climate Change and Sustainable Development. -Education is listed as a tool to achieve certain sector-specific targets. | 2nd |
| Honduras* | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC%20de%20Honduras_%20Primera%20Actualizaci%C3%B3n.pdf | -Education is referenced as a a tool to achieve sector-specific targets, such as those in waste reduction, energy efficiency, and applied research. -The importance of educating the public on climate change comes across in the NDC, but specific commitments on formal climate education could improve the NDC. | Updated(1st) |
| India | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-08/India%20Updated%20First%20Nationally%20Determined%20Contrib.pdf | -Includes a brief mention of the importance of developing education programs, but with no specific commitments or policies. -Capacity building and knowledge management is included in the NDC, which highlights how 127 institutions have been set up to facilitate information sharing and collaboration on climate change issues. | Updated(1st) |
| Indonesia | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-09/ENDC%20Indonesia.pdf | -The NDC includes integration of climate education into the national education system as an instrument to support capacity building, but with no commitments/policies. | Updated(1st) |
| Iraq* | Category 3 | https://www.fao.org/faolex/results/details/en/c/LEX-FAOC205646/#:~:text=Iraq-,Nationally%20Determined%20Contributions%20of%20Iraq%20(NDC).,the%20problem%20of%20climate%20change. | -Supporting climate education in postgraduate institutions and advancing research on climate change is included in the NDC. | 1st |
| Kiribati | Category 3 | https://unfccc.int/sites/default/files/NDC/2023-03/221213%20Kiribati%20NDC%20Web%20Quality.pdf | -The NDC emphasizes public education on climate-related disaster risk management. -References Key National Adaptation Priorities (KNAPs) from the National Adaptation Plan, which includes climate education. | Updated(1st) |
| Kyrgyzstan | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/%D0%9E%D0%9D%D0%A3%D0%92%20ENG%20%D0%BE%D1%82%2008102021.pdf | -The state of climate education in Kyrgyzstan has been analyzed and priorities for climate education have been developed. Pilot programs have also been implemented in the field of climate education. -Although the tone is positive, the NDC does not go beyond a brief mention. No specific policies or programs are mentioned, with no clear outlook for the future. | Updated(1st) |
| Mauritania* | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/CDN-actualis%C3%A9%202021_%20Mauritania.pdf | -Improving the curriculum to address problems related to climate change is included in the NDC. -Conditional financing for education is provided on a broad scale. -Education is generally discussed in relation to jobs - improving climate education could aid a just transition in Mauritania. | Updated(1st) |
| Mauritius | Category 3 | https://unfccc.int/NDCREG | -The Climate Change Act, which includes climate education, is mentioned in the NDC. | Updated(1st) |
| Micronesia | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-10/Updated%20NDC%20of%20the%20MICRONESIA.pdf | -Implementing climate change and disaster risk management education is included in the NDC. | Updated(1st) |
| Mongolia | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/First%20Submission%20of%20Mongolia%27s%20NDC.pdf | -Broadly includes capacity building and awareness-raising programs in their NDC. | Updated(1st) |
| Montenegro | Category 3 | https://unfccc.int/sites/default/files/2025-02/001_eng_NDC_Montenegro.pdf | -Montenegro's updated third NDC includes a specific commitment to supporting climate education and training, as well as increasing public awareness on climate change. The NDC does not include any measures or plans for implementation of climate education programs in either formal or informal settings. | 3rd |
| Mozambique | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC_EN_Final.pdf | -Public education and awareness-raising is included, but nothing specific to formal education settings. | Updated(1st) |
| Namibia | Category 3 | https://unfccc.int/sites/default/files/NDC/2024-01/FINAL%20UPDATED%20NAMIBIA%20NDC%202023.pdf | -Promoting climate change education is addressed, but specific policies for implementation are not. | Updated(1st) |
| North Macedonia | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/Macedonian%20enhanced%20NDC%20%28002%29.pdf | -Only one section of the NDC briefly mentions enhancing climate education. -North Macedonia's Long-term Strategy on Climate Action and Action Plan - mentioned in the NDC - indicates the importance of integrating climate-related content in the formal education system. | Updated(1st) |
| Oman | Category 3 | https://unfccc.int/sites/default/files/NDC/2023-11/Oman%201st%20Update%20of%20the%202nd%20NDC%20-%20Optimized%20Size%20%281%29.pdf | -Although there is no mention of national climate education being added to law/curricula, specific programs aimed at growing climate literacy among youth are discussed. -The Juthoor Program and Ocean Generation initiative were launched in early 2023, designed to engage youth in climate change topics through education. | Updated(2nd) |
| Panama* | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/CDN1%20Actualizada%20Rep%C3%BAblica%20de%20Panam%C3%A1.pdf | -Education is included as part of public awareness raising efforts in Panama's NDC | Updated(1st) |
| Paraguay* | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/Actualizaci%C3%B3n-NDC%20VF%20PAG.%20WEB_MADES%20Mayo%202022.pdf | -Implementing climate change into education platforms is included in the NDC, but there is no mention of including climate education in curricula. -Education programs designed for indigenous populations is included as a climate empowerment action. | Updated(1st) |
| Peru* | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/Reporte%20de%20Actualizacio%CC%81n%20de%20las%20NDC%20del%20Peru%CC%81.pdf | -Environmental and climate change education will be included in Peru's National Education Plan | Updated(1st) |
| Rwanda | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/Rwanda_Updated_NDC_May_2020.pdf | -Rwanda's NDC briefly mentions climate education as something to be promoted, but no specific information is provided as to how and in what settings. | Updated(1st) |
| Saint Kitts and Nevis | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/St.%20Kitts%20and%20Nevis%20Revised%20NDC_Updated.pdf | -There is no specific mention of youth climate education in formal settings, but public education and awareness-raising are priority adaptation goals for National Readiness. | Updated(1st) |
| Sierra Leone | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/210804%202125%20SL%20NDC%20%281%29.pdf | -General climate education and awareness-raising programs are broadly mentioned as goals in the NDC. -Solar technology management is to be included in curricula for higher education and certain technical and vocational schools. | Updated(1st) |
| Somalia | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/Final%20Updated%20NDC%20for%20Somalia%202021.pdf | -Communication, public awareness raising, and education related to climate change are mentioned as adaptation actions for Forestry and Environment. | Updated(1st) |
| South Africa | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/South%20Africa%20updated%20first%20NDC%20September%202021.pdf | -No specific mention of climate education, but the need to improve general climate awareness and capacity building are included in the NDC | Updated(1st) |
| Sri Lanka | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/Amendmend%20to%20the%20Updated%20Nationally%20Determined%20Contributions%20of%20Sri%20Lanka.pdf | -Education is mentioned as a tool to increase awareness in certain sectors, with a particular mention in sustainable waste. -Improving education and research for capacity building is an overarching goal of Sri Lanka's NDC. | Updated(1st) |
| State of Palestine | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/Updated%20NDC_%20State%20of%20Palestine_2021_FINAL.pdf | -Climate and environmental science will be implemented into education programs as part of actions for climate empowerment. | Updated(1st) |
| Thailand | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-11/Thailand%202nd%20Updated%20NDC.pdf | -Developing and implementing climate education in both formal and non-formal education settings is mentioned. -Teacher training programs are also mentioned in tandem with inclusion of climate content in educational settings. -No specific details are given on a clear plan for integration. | Updated(2nd) |
| Togo* | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/CDN%20Revis%C3%A9es_Togo_Document%20int%C3%A9rimaire_rv_11%2010%2021.pdf | -Improving educational and communication tools is listed in a multi-year action plan, also providing proposed costs for achievement. | Updated(1st) |
| Tunisia | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/Tunisia%20Update%20NDC-french.pdf | -Implementation of the NDC requires education on the effects of climate change and adaptation practices. -Integration of climate change into higher education curricula for water management training. | Updated(1st) |
| Türkiye | Category 3 | https://unfccc.int/sites/default/files/NDC/2023-04/T%C3%9CRK%C4%B0YE_UPDATED%201st%20NDC_EN.pdf | -No specific mention of climate change education in formal settings. -However, youth participation in awareness-raising activities is mentioned, discussed in further detail in the Turkey Child Rights Strategy and Action Plan. | Updated(1st) |
| Turkmenistan | Category 3 | https://unfccc.int/sites/default/files/NDC/2023-01/NDC_Turkmenistan_12-05-2022_approv.%20by%20Decree_Eng.pdf | -Briefly mentions the importance of increasing investments in education as it relates to climate change. -Raising youth awareness on climate issues is mentioned, and discussed in further detail in the National Strategy of Turkmenistan on Climate Change. | 1st |
| United States of America | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/United%20States%20NDC%20April%2021%202021%20Final.pdf | -The updated United States of America 2035 NDC includes climate education. -The general importance of climate education in transitioning to a green economy is recognized, but the updated NDC does not include any timeline or specific policies. -Though the NDC lacks information on the national level, some state climate action plans show what is being done on the state level. | 2nd |
| Uzbekistan | Category 3 | https://unfccc.int/sites/default/files/NDC/2022-06/Uzbekistan_Updated%20NDC_2021_EN.pdf | -Integration of climate change into university and secondary school curricula is briefly mentioned, but with no clear plan or timeline. | Updated(1st) |
Category 4 –
No mention of climate education
| Country | Category | Link | Quick Facts | What NDC is this? (First, second, updated) |
|---|---|---|---|---|
| Afghanistan | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/INDC_AFG_20150927_FINAL.pdf | -No relevant mention of education in connection with climate change. | 1st |
| Albania | Category 4 | https://unfccc.int/sites/default/files/2022-08/Albania%20Revised%20NDC.pdf | -States the need for public awareness regarding climate change but doesn't discuss climate education in formal school systems. | Updated(1st) |
| Armenia | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC%20of%20Republic%20of%20Armenia%20%202021-2030.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Australia | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Australias%20NDC%20June%202022%20Update%20%283%29.pdf | -No relevant mention of education in connection with climate change. | Updated(2nd) |
| Azerbaijan | Category 4 | https://unfccc.int/sites/default/files/NDC/2023-10/Second%20NDC_Azerbaijan_ENG_Final%20%281%29.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Bahrain | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC%20of%20the%20Kingdom%20of%20Bahrain%20under%20UNFCCC.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Bangladesh | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC_submission_20210826revised.pdf | -There is only an implied mention of education related to climate change: enhancing the capacity of government education bodies will help achieve NDC goals. | Updated(1st) |
| Barbados | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/2021%20Barbados%20NDC%20update%20-%2021%20July%202021.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Belarus | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Belarus_NDC_English.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Belize | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Belize%20Updated%20NDC.pdf | -There is mention of climate-related education but only in conjunction with certain sectors. There is no mention of formal climate education policies. | Updated(1st) |
| Benin* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/CDN_ACTUALISEE_BENIN2021.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Bhutan | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Second%20NDC%20Bhutan.pdf | -No relevant mention of education in connection with climate change. | 2nd |
| Bosnia and Herzegovina | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC%20BiH_November%202020%20FINAL%20DRAFT%2005%20Nov%20ENG%20LR.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Botswana | Category 4 | https://unfccc.int/sites/default/files/2024-12/BOTSWANA_NDC_2%20REPORT.pdf | -Includes educating the public on the benefits of energy saving mechanisms. | 2nd |
| Burkina Faso* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Rapport%20CDN_BKFA.pdf | -No relevant mention of education in connection with climate change. | Updated(2nd) |
| Burundi* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/CDN%20%20%20Burundi%20ANNEXE%201.pdf | -Awareness-raising and training programs are mentioned, but no connection to youth climate education. | Updated(2nd) |
| Comoros* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/CDN_r%C3%A9vis%C3%A9e_Comores_vf.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Congo* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/CDN_Congo.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Cook Islands | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Cook%20Islands%20INDCsFINAL7Nov.pdf | -No relevant mention of education in connection with climate change. | 1st |
| Côte d'Ivoire* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/CDN_CIV_2022.pdf | -No relevant mention of education in connection with climate change. | 2nd |
| Democratic People's Republic of Korea | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/2019.09.19_DPRK%20letter%20to%20SG%20special%20envoy%20for%20NDC.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Djibouti | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/INDC-Djibouti_ENG.pdf | -No relevant mention of education in connection with climate change. | 1st |
| Ethiopia | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Ethiopia%27s%20updated%20NDC%20JULY%202021%20Submission_.pdf | -Vaguely includes capacity building but does not address civic education and climate literacy. | Updated(1st) |
| Fiji | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Republic%20of%20Fiji%27s%20Updated%20NDC%2020201.pdf | Briefly mentions the importance of building climate awareness, but no mention of climate education | Updated(1st) |
| Gabon* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-07/20220706_Gabon_Updated%20NDC.pdf | No relevant mention of education in connection with climate change. | 2nd |
| Ghana | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Ghana%27s%20Updated%20Nationally%20Determined%20Contribution%20to%20the%20UNFCCC_2021.pdf | -Information exchange and public awareness is mentioned, but with no mention of climate education. | Updated(1st) |
| Grenada | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/GrenadaSecondNDC2020%20-%2001-12-20.pdf | -States that education will be part of Grenada's "holistic and multi-sectoral approach" to climate resilience. Does not expand on climate education beyond this. | 2nd |
| Guatemala* | Category 4 | https://unfccc.int/sites/default/files/2022-06/NDC%20-%20Guatemala%202021.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Guinea* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/CDN%20GUINEE%202021_REVISION_VF.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Guyana | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Guyana%27s%20revised%20NDC%20-%20Final.pdf | -No mention of formal climate education, but the NDC highlights the importance of public education and awareness raising campaigns to guide consumers in making sustainable energy choices. | 1st |
| Iceland | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Iceland_updated_NDC_Submission_Feb_2021.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Israel | Category 4 | https://unfccc.int/NDCREG | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Jamaica | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/INDIA%20INDC%20TO%20UNFCCC.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Japan | Category 4 | https://unfccc.int/sites/default/files/2025-02/Japans%202035-2040%20NDC.pdf | -No relevant mention of education in connection with climate change. | 2035 NDC |
| Kenya | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Kenya%27s%20First%20%20NDC%20%28updated%20version%29.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Kuwait | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Kuwait%20updating%20the%20first%20NDC-English.pdf | -The NDC references the Environment Protection Law, including the promotion of environmental culture through public awareness raising. No mention of climate education as a means of awareness raising. | Updated(1st) |
| Lebanon | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Lebanon%27s%202020%20Nationally%20Determined%20Contribution%20Update.pdf | -Mentions that solutions to the climate crisis must integrate "youth groups", and that Lebanon's policy-making process will be revised to include such groups. There is no mention of any sort of climate education in a formal setting. | Updated(1st) |
| Lesotho | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Lesotho%20First%20NDC.pdf | -Lesotho's NDC does not mention climate education or literacy but states the need for enhanced knowledge, research and data, especially in institutions. | 1st |
| Liberia | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Liberia%27s%20Updated%20NDC_RL_FINAL%20%28002%29.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Liechtenstein | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/150422_INDC_FL.pdf | -No relevant mention of education in connection with climate change. | 1st |
| Madagascar* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Madagascar%20INDC%20Eng.pdf | -Acknowledges the importance of strengthening education, training, and access to information. Does not extend discussion to formal education systems or relevance to youth. | 1st |
| Malaysia | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Malaysia%20NDC%20Updated%20Submission%20to%20UNFCCC%20July%202021%20final.pdf | -Includes only a very general mention of youth and their importance in the fight against climate change. | Updated(1st) |
| Mali* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/MALI%20First%20NDC%20update.pdf | -Acknowledges the lack of capacity in academic training and in awareness-raising. Encourages increased programs to create population-wide climate literacy, but no discussion of formal climate education for youth. | Updated(1st) |
| Mexico* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-11/Mexico_NDC_UNFCCC_update2022_FINAL.pdf | -Education and raising public awareness for capacity building is stated but nothing beyond this. | Updated(1st) |
| Monaco* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Monaco_NDC_2020.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Morocco* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Moroccan%20updated%20NDC%202021%20_Fr.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| New Zealand | Category 4 | https://unfccc.int/sites/default/files/2025-01/New%20Zealand%27s%20second%20Nationally%20Determined%20Contribution.pdf | -No relevant mention of education in connection with climate change. | 2nd |
| Nicaragua* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Contribuciones_Nacionales_Determinadas_Nicaragua.pdf | -Improving communication with groups including indigenous populations, women, and youth is included, but there is no relevant mention of climate education. | Updated(1st) |
| Niger* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/CDN_Niger_R%C3%A9vis%C3%A9e_2021.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Nigeria | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC_File%20Amended%20_11222.pdf | -Nigeria under Technology transfer, created the National Office for Technology Acquisition and Promotion to be the main vehicle for efficient and effective transfer of technology beneficial to deal with climate change in the future. While on climate change its quite limited | Updated(1st) |
| Niue | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Niue%20INDC%20Final.pdf | -It is relevant to note - as mentioned in the NDC - that since 1971, large-scale migration of Niue youth to (predominantly) New Zealand for educational purposes has occurred. Niue's NDC also mentions the need for increased data collection and research to support climate adaptation measures. | 1st |
| Norway | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-11/NDC%20Norway_second%20update.pdf | -No relevant mention of education in connection with climate change. | Updated(2nd) |
| Palau | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Palau_INDC.Final%20Copy.pdf | -No relevant mention of education in connection with climate change. | 1st |
| Papua New Guinea | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/PNG%20Enhanced%20NDC%202020%20Summary.pdf | -Papua New Guinea's NDC mentions community awareness/education as adaptation actions to achieve certain sector-specific goals (specifically with waste). Most discussion related to education revolves around general access to education. | 2nd |
| Philippines | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Philippines%20-%20NDC.pdf | -No relevant mention of education in connection with climate change. | 1st |
| Republic of Korea | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/211223_The%20Republic%20of%20Korea%27s%20Enhanced%20Update%20of%20its%20First%20Nationally%20Determined%20Contribution_211227_editorial%20change.pdf | -The NDC mentions implementing a "foundation for awareness raising" but doesn't expand beyond that. | Updated(1st) |
| Russian Federation | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC_RF_eng.pdf | -No relevant mention of education in connection with climate change. | 1st |
| Samoa | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Samoa%27s%20Second%20NDC%20for%20UNFCCC%20Submission.pdf | -No relevant mention of education in connection with climate change. | 2nd |
| San Marino | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/SAN%20MARINO%20INDC%20EN.pdf | -No relevant mention of education in connection with climate change. | 1st |
| Sao Tome and Principe | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Updated_NDC_STP_2021_EN_.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Saudi Arabia | Category 4 | https://unfccc.int/sites/default/files/resource/202203111154---KSA%20NDC%202021.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Senegal* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/CDNSenegal%20approuv%C3%A9e-pdf-.pdf | -No relevant mention of education in connection with climate change. | 1st |
| Serbia | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-08/NDC%20Final_Serbia%20english.pdf | -Serbia's NDC mentions the need for capacity building and awareness raising to implement the NDC, but doesn't mention climate education. | Updated(1st) |
| Singapore | Category 4 | https://unfccc.int/sites/default/files/2025-02/Singapore%20Second%20Nationally%20Determined%20Contribution.pdf | -Singapore's previous NDC included a brief statement encouraging groups, including youth and schools, to engage in creating climate solutions. -However, their updated second NDC includes no mention of schools, education, youth, or awareness raising campaigns. | 2nd |
| Solomon Islands | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/NDC%20Report%202021%20Final%20Solomon%20Islands%20%281%29.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Sudan | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-10/Sudan%20Updated%20First%20NDC-12102021.pdf | -Sudan's NDC mentions awareness raising as a beneficial output for of different sectoral strategies, but doesn't include climate education as a tool for awareness raising. | Updated(1st) |
| Switzerland | Category 4 | https://unfccc.int/sites/default/files/2025-01/Switzerland%20second%20NDC%202031-2035.pdf | -Switzerland's updated NDC includes information necessary to facilitate clarity, transparency, and understanding (ICTUs). However, this update does not address climate education. | 2nd |
| Syrian Arab Republic | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/FirstNDC-Eng-Syrian%20Arab%20Republic.pdf | -Syria's NDC mentions the importance of building general awareness of climate change but doesn't include climate education as a tool to do so. | 1st |
| The Democratic Republic of Congo* | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/CDN%20Revis%C3%A9e%20de%20la%20RDC.pdf | -Developing public education programs on climate change risks and environmental protection is included. | Updated(1st) |
| Timor-Leste | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-11/Timor_Leste%20Updated%20NDC%202022_2030.pdf | -Timor-Leste's NDC focuses a decent amount on increasing access to general education services as a tool for capacity building, but does not mention climate education as an adaptation strategy. | Updated(1st) |
| Tonga | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Tonga%27s%20Second%20NDC.pdf | -The NDC itself doesn't reference climate education or related topics. However, the NDC refers to Tonga's Joint National Action Plan 2 (JNAP 2), stating how JNAP 2 includes content related to public awareness raising. | 2nd |
| Trinidad and Tobago | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Trinidad%20and%20Tobago%20Final%20INDC.pdf | -No mention of climate education, but "knowledge and awareness approaches to elicit behavioural changes" is mentioned | 1st |
| Tuvalu | Category 4 | https://unfccc.int/sites/default/files/NDC/2023-02/Tuvalus%20Updated%20NDC%20for%20UNFCCC%20Submission.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| Ukraine | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/Ukraine%20NDC_July%2031.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |
| United Republic of Tanzania | Category 4 | https://unfccc.int/sites/default/files/NDC/2022-06/TANZANIA_NDC_SUBMISSION_30%20JULY%202021.pdf | -No relevant mention of education in connection with climate change. | Updated(1st) |