Climate change curriculum development: Identifying Themes and Key Concepts constituting the non-scientific aspects of climate change and their application to the curriculum, including social, governance, economic, ethical, and philosophical aspects.

The research is situated in the field of climate change (CC) education. It aims to support CC curriculum development. Over the past 20 years, much progress has been made in developing the scientific aspects of the CC curriculum. Key concepts such as the carbon cycle, climate modelling, and climate scenarios have been introduced into the curricula of many countries.
However, limited research has been undertaken to identify the human, non-scientific concepts of the CC phenomenon. In most curricula, the humanity aspects appear amorphously on the edges of the science theme, lacking concept specification and thematic narratives. However, it is aspects such as economy, governance, ethics, and the media that provide inroads to understanding CC in its full complexity.
The proposed research aims to close this gap through the development of structured thematic curricular organisation, key concepts, and conceptual development progression points.