The first issue of Climate Literacy in Education (CLE) marks the beginning of a journal dedicated to supporting teachers in addressing the climate crisis through everyday classroom practice. Published by the University of Minnesota Libraries and written in accessible, jargon-free language, CLE shares peer-reviewed articles that are short, practical, and deeply rooted in the lived realities of educators and students.
At its heart, the journal stands on three commitments: to build universal climate literacy, to place climate change education at the center of teaching across all grades and subjects, and to harness the power of storytelling and literature as tools for awareness, empathy, and change. Articles span curriculum units, reflections, critical essays, and creative works—all under 2,000 words—providing tools and inspiration for teaching in the Anthropocene.
CLE is a space for those who care deeply about the Earth and want to empower young people to imagine and create a just, livable future. It speaks not only to science teachers, but to educators in language arts, social studies, the arts, and more—inviting them to participate in an urgent and collective conversation.
Download the full report to learn more.
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