Climate change education for supporting sustainable future: A bibliometrics analysis

Abstract

This study uses a bibliometric approach based on Scopus data from 1961 to 2025 to map the dynamics of literature on climate change education. The analysis focuses on identifying publication trends, geographical distribution, author collaboration networks, and thematic evolution in climate change education research. Results show a significant increase in climate change education publications since 2005, aligning with global agendas such as SDG 4 (Quality Education) and SDG 13 (Climate Action). The United States, the United Kingdom, and Australia are the leading contributors to the field. However, this study also reveals a participation gap among developing countries, as well as limited representation of local issues, informal education, and vulnerable communities. Keyword visualization highlights the interdisciplinary expansion of topics, including education, gender, public health, and sustainability. These findings underscore the need for inclusive, collaborative, and context-based climate education policies as a transformative strategy for addressing the global climate crisis.