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The statement argues that the FY2027 Department of the Interior budget cuts funding by nearly 13% from 2026 levels, reducing staff at the U.S. Geological Survey and National Park Service while funding aesthetic projects and border wall construction that damages Indigenous sacred sites.

Saint Lucia's second NAP progress report (2022–2024) documents the transition from planning to implementation across eight priority sectors. While five sectoral plans (water, agriculture, fisheries, resilient ecosystems, and health) are complete, three others (infrastructure, education, and tourism) are being finalized via GCF support. The report highlights achievements in water resource management, climate-resilient agriculture, and blue economy initiatives, while recommending a standardized, simplified monitoring and evaluation (M&E) system to address data gaps and staffing constraints.

The report argues that the fossil fuel industry has an inherent conflict of interest in educating children about climate change and proposes a comprehensive framework to decouple public education from industry influence. It recommends that federal, provincial, and local authorities establish climate education as a public good, prohibit industry advertising and sponsorship in schools, and implement strict transparency and vetting requirements for third-party education providers. Key proposals include the creation of a federally funded climate change education program under the Department of Environment and Climate Change Canada, the integration of climate justice across all grade levels, and the adoption of school board climate action plans that include transitioning to electric buses and plant-based diets.

The report documents how at least 39 oil and gas companies and 12 industry-tied organizations influence Canadian K–12 education through branded materials, government partnerships, and funding of third-party nonprofits. It argues that this 'petro-pedagogy' obscures the industry's role in climate change, promotes individual action over systemic change, and creates a conflict of interest in classrooms. The authors call for immediate policy action at federal, provincial, and local levels to implement comprehensive, science-based climate education free from corporate interference.

The report documents how at least 39 oil and gas companies and 12 industry-tied organizations influence Canadian school curricula through direct sponsorship, government partnerships, and funding of third-party nonprofits. It identifies 'petro-pedagogy' strategies—such as 'bias-balancing,' greenwashing, and a focus on individual rather than systemic action—designed to obscure the industry's role in driving climate change and delay the energy transition. The authors recommend that federal and provincial governments prohibit fossil fuel sponsorship in schools, mandate comprehensive climate justice education, and provide public funding for teacher training and resources to ensure education is free from corporate conflicts of interest.

The guide outlines strategies for educators to embed climate change solutions into diverse subjects, from K-12 to graduate school. Key recommendations include utilizing local examples, inviting diverse guest speakers to demonstrate various career pathways, using simulations and games, and encouraging student-led projects and engagement with local government. The author emphasizes the importance of science-informed optimism and helping students find their personal purpose within the climate movement.

The document outlines a three-part approach to discussing climate change with children: listening to their concerns to manage eco-anxiety, providing reassurance through the existence of global solutions, and using visual and interactive tools to make invisible climate processes understandable.

The document details the role of Action for Climate Empowerment (ACE) at the SB60 conference in Bonn, highlighting an expert dialogue on children and climate change, the identification of implementation challenges, and the goal of scaling up the involvement of civil society and marginalised groups to inform the annual summary report for COP29.

The proposed project aims to enhance the climate resilience of Benin's school feeding system by introducing energy-efficient cooking technologies in 2,500 canteens and supporting 4,000 smallholder farmers in adopting climate-resilient agricultural practices. With a total indicative cost of USD 50 million, the initiative seeks to reduce greenhouse gas emissions from traditional biomass cooking and secure food supplies against climate threats like drought and flooding. The project includes capacity building for students, teachers, and parents to promote eco-responsible behaviors and the establishment of contract farming to link local producers with schools.

The WHO-Civil Society Working Group to Advance Action on Climate Change and Health calls on universities, accrediting bodies, and educators to ensure health professionals are equipped to handle the health impacts of climate change. The letter highlights a global lack of institutional support and formal educational programs, urging the integration of climate competencies into curricula and the pursuit of multi-sectoral collaborations to build resilient, low-carbon health systems.

The 2022 annual accounts for the BC3 Basque Centre for Climate Change, audited by Mazars Auditores, S.L.P., show a positive financial result of 3,831.41 euros. The center's activities focus on interdisciplinary climate change research, high-level training, and knowledge transfer, primarily based in Leioa, Bizkaia. Total assets as of December 31, 2022, were 19,415,317.09 euros, with significant funding coming from public and private grants, totaling 4.9 million euros recorded in the profit and loss account for the period. The audit opinion states that the accounts provide a 'true and fair view' of the entity's equity and financial situation.

The Basque Centre for Climate Change (BC3) reports a financial result for 2021 of 554.92 euros, compared to 3,365.60 euros in 2020. The centre's primary activities include interdisciplinary research on the causes and consequences of climate change, high-level training, and knowledge transfer. Its 2021 operations were impacted by the COVID-19 pandemic, leading to the cancellation of travel and conferences, and later by the geopolitical crisis following the Russian invasion of Ukraine. Financially, the centre relies heavily on public subsidies, with significant funding from the European Commission, the Basque Government, and the Ikerbasque Foundation. As of December 31, 2021, the centre employed 91 people, including 79 researchers.

The Basque Centre for Climate Change (BC3) has developed a guide containing 10 educational activities for high school students, aligned with BC3's research lines. The activities use active methodologies to cover topics such as carbon footprints, planetary boundaries, climate justice, and urban heat islands. The guide includes a conceptual overview of climate change, emphasizing the need to limit global warming to 1.5ºC, and provides structured lesson plans with specific goals, competencies, and resources.

The document asserts that the Paris Agreement's success is hindered by a failure to recognize that a public mandate is essential for reducing emissions and transforming personal behaviors. It highlights the neglect of Article 12 and Article 11 of the Paris Agreement, which mandate climate education and public participation. The author notes that while the UK's Committee on Climate Change now acknowledges that net zero is impossible without engaging people, central government ministries still lack a dedicated strategy or budget. The document calls for a 'step change' in public engagement leading up to COP26 in Glasgow, proposing the launch of a Climate Engagement Initiative to ensure citizens' rights to understand climate impacts are upheld.

Dr Svitlana Krakovska, an author for the IPCC Sixth Assessment Report, utilizes local examples and health analogies to communicate climate science to the Ukrainian public, with a particular focus on educating young people to prepare them for future climate challenges.

The paper argues that while youth are disproportionately vulnerable to climate change, they possess significant potential to drive adaptation efforts if shifted from a narrative of passive victimhood to one of active empowerment. It identifies institutional barriers such as tokenism and lack of platforms, as well as capacity challenges including limited funding and gaps in technical knowledge. The authors advocate for institutionalizing meaningful youth engagement, integrating climate education into national curricula, and creating dedicated financial mechanisms for youth-led adaptation projects.

The document is an independent audit report and financial statement for the Asociación BC3 Basque Centre for Climate Change for the 2017 fiscal year. The auditor, MAZARS Auditores, S.L.P., issued an unqualified opinion, stating that the accounts provide a 'true and fair view' of the entity's financial position. The center's activities focus on interdisciplinary climate change research, high-level training, and knowledge transfer. Financially, the entity relies heavily on public subsidies, recording 3,074,214.81 Euros in subsidies, donations, and legacies for the 2017 period. The report includes a detailed balance sheet, profit and loss account, and an inventory of intangible and material assets, such as software and office equipment. It also notes that the association is exempt from Corporate Tax due to its social purpose.

The paper identifies 'Knowledge of climate change' and 'Belief in anthropogenic CC' as the primary predictors of climate change opinion, which are further modulated by 'Risk aversion' to determine policy acceptance. It highlights the role of traditional media in polarizing opinion and the influence of political and religious orientations on beliefs. The authors argue that developed nations often perceive climate risks as distant due to higher mitigation and adaptation capacities, whereas more vulnerable, less wealthy communities exhibit higher risk awareness.

The May 2017 survey indicates that 70% of Americans believe global warming is happening, with 58% attributing it primarily to human activities. While 59% believe it is affecting U.S. weather and 40% report personally experiencing its effects, most perceive it as a distant threat, primarily harming future generations and the global poor. Despite broad support (78%) for teaching climate change in schools, social engagement remains low, with 67% rarely or never discussing the topic with family and friends. Only 7% of respondents are optimistic that humans will successfully reduce global warming.

The 2024 data for Alabama indicates that while a majority of residents (62%) believe global warming is occurring, there is a split in perception regarding its cause, with 51% attributing it to human activities. Support for clean energy transitions and renewable energy research is notable, with 57% supporting a transition to 100% clean energy by 2050 and 72% supporting renewable energy research. Risk perceptions are significant, as 54% of residents are worried about global warming and 61% believe it will harm future generations and animal species.