Abstract
Purpose This conceptual paper aims to interrogate the current epistemological and cross-cultural approaches used to conceptualize climate change (CC) education, to critically point out ineffective approaches and false assumptions, and to propose practical suggestions that may support the development of a defensible and well-argued CC curriculum. Design/Approach/Methods Building on the author's earlier work in developing a systematic literature review and using a range of literary sources, the study examines CC epistemologically as a body of knowledge using various lenses. It further interrogates the suitability of Education for Sustainable Development (ESD) to act as a framework for CC education. Findings The findings suggest that CC as a body of knowledge, lacks a shared conceptualization and shared terminology. An in-depth interrogation of the ESD framework reveals that it is a problem-based agenda, unfit as a framework for hosting CC curriculum. A range of hindrances were found to be associated with this agenda, including its transient, ephemeral nature, tensions between ESD and the content-based curriculum and between ESD and CC science basis. Additionally, ESD's overall poor theorizing is noted. Originality/Value The study makes a set of recommendations, which includes dissociating CC education from ESD, considering implementation of CC as a curricular topic in its own right, and using commonly agreed CC terminology.