Supervisors: The Climate Change Team of the Youth Observatory (Universidad del Rosario -Earth System Science and Psychologyprograms) and University College Cork –Prof.Dr.Benjamin Quesada, Luisa Ramírez, Sara Cadavid, Sergio Barbosa, Juan Gabriel Ocampo and James Richardson.

The Paris Agreement on Climate Change calls “to enhance Climate Change Education [CCE], training, public awareness, public participation and public access to information”. Sustainable Development Goal #13, objective 13.3 mentions to “improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning”. Moreover, the IPCCrecently pointed out that “given the amount of time that children spend in school settings, adapting educational infrastructure and programmes to climate change is highly important”. However, education is often not sufficiently integrated into mitigation and adaptation policies across Parties and not still sufficiently validated to follow best effective practices.

Moreover, the impact of Climate Change Education on the perception, knowledge and behavior of school-age children and adolescents has not yet been systematically assessed globallyand the combination of interventions and strategies thatthey would effectively improve individual and collective mitigation and adaptation. Within the framework of the call by the French Development Agency (AFD) in collaboration with the University of Rosario (Colombia) and the University College Cork (Ireland)(https://www.afd.fr/en/call-expressions-interest-research-systematic-review-education-ecological-transitions), using the guidelines of the Joanna Briggs Institute and a PIO framework (where the P population, I interventions and O outputs of interest will be defined thoroughly to ensure the systematicity of the review), this research study aims to answer the following questions: (1) What curricular and extracurricular activities are used to teach climate change mitigation and adaptation? (2) What activities and intervention strategies (e.g. project, course...) influence a. perceptions, b. awareness, c. behavior in school children and their environment. (3) How do curricular and extracurricular activities/strategies contribute to creating different mitigation and adaptation responses based on age group/gender/countries/socio-economic/cultural environments?