Climate Change Education (CCE) is an approach that has started to establish its own identity in recent years. Many countries have begun to integrate global climate change into their curricula according to the CCE approach, following the UNESCO call. The aim of this study is to compare the curricula of Turkey with those of other countries which cover Climate, Climate Change, and Global Warming in terms of goal (gain). The countries and states with the highest scores in PISA (2015) were selected. The data obtained in this study were collected using the document analysis method as a qualitative research method. According to the CCE approach, issues related to climate and climate change are covered using an interdisciplinary approach in Germany, USA, Australia, Canada, Spain, Republic of South Africa (RSA) and Turkey while they are covered using a disciplinary approach in Sweden. In Finland and England, both disciplinary and interdisciplinary approaches are used with students. Establish a connection between local environmental issues and climate change, which is one of the components of CCE, can be found in the curricula of Finland, Sweden, Spain, Canada, Germany and RSA. In addition, comparison of the effects of climate change on the continents are made in the curricula of Finland and Australia. The topics of local effect of climate change and sustainability are cursory in the curricula of Turkey and USA. Curricula are focused on the environmental problems of the Baltic region in Finland, environmental problems in the African continent in RSA, especially water scarcity, and Australia’s ecological problems in Australia. While teaching past climate changes is a highlight of the CCE approach, only students in the UK learn how to interpret climate changes from the ice age to the present.

中文翻译：

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Dünyada ve Türkiye'de Ortaokul Öğretim Programlarının İklim Değişikliği Eğitimi Yaklaşımına Göre Karşılaştırılması

气候变化教育 (CCE) 是近年来开始确立自己身份的一种方法。在联合国教科文组织的呼吁下，许多国家已开始根据 CCE 方法将全球气候变化纳入其课程。本研究的目的是在目标（收益）方面将土耳其的课程与涵盖气候、气候变化和全球变暖的其他国家的课程进行比较。PISA（2015）得分最高的国家和州被选中。本研究中获得的数据是使用文献分析方法作为定性研究方法收集的。根据 CCE 方法，在德国、美国、澳大利亚、加拿大、西班牙、南非共和国 (RSA) 和土耳其，而它们在瑞典使用纪律方法进行覆盖。在芬兰和英国，学生使用学科和跨学科方法。在当地环境问题和气候变化之间建立联系，这是 CCE 的组成部分之一，可以在芬兰、瑞典、西班牙、加拿大、德国和 RSA 的课程中​​找到。此外，芬兰和澳大利亚的课程还比较了气候变化对大陆的影响。在土耳其和美国的课程中，气候变化的局部影响和可持续性主题是粗略的。课程侧重于芬兰波罗的海地区的环境问题，RSA 的非洲大陆环境问题，尤其是水资源短缺，澳大利亚的生态问题。虽然教授过去的气候变化是 CCE 方法的一个亮点，但只有英国的学生学习如何解释从冰河时代到现在的气候变化。