2026:Call for Papers for Thematic Issue

2025-05-13

Pedagogy and Practice for Climate Change in Early Childhood Education

Issue Editor(s):

  • Dr Jane Spiteri, University of Malta, Malta
  • Dr Mehmet Toran, Istanbul Kültür University, Türkiye
  • Dr Ebru Aydin, Istanbul Kültür University, Türkiye

Climate change is a pressing global environmental challenge, disproportionately affecting child development, threatening their wellbeing and their rights (IPCC, 2023; UNESCO, 2023). Many of the consequences of the climate emergency will be social in nature. Some of these are already being experienced by children in many parts of the world. A scan of published research reveals that children are increasingly becoming aware of climate change through direct or vicarious experiences, highlighting the negative long-term effects of the global crisis (Ojala et al., 2021; Spiteri, 2025a).

Starting in early childhood, education is recognised for its potential to transform society and help children mitigate the impacts of climate change, but research into climate change-related issues and climate change education in the field remains scant (Spiteri & Pace, 2023; UNESCO & MECCE, 2024). Moreover, research findings suggest that teachers experience a lack of competencies to support engaging young children in building competencies and developing practices for both inner development and societal transformation (Spiteri, 2024). Parents increasingly acknowledge the critical role of social-emotional and behavioural learning in relation to climate-related issues, yet they too lack the skills to support their children to deal with the issue (Spiteri, 2025b).

Scope and Rationale

This thematic issue aims to address the challenges and complex questions surrounding early childhood education, pedagogy and practice in the context of climate change education. A number of teaching strategies and resources, such as plays and case studies, have been published in the field. However, limited research exists on climate change education and how it can be effectively incorporated in early childhood education and how young children can be supported to deal with the climate crisis. A scan of published research reveals that climate change education in the early years is easily identified but not critically examined.

This thematic issue aims to move beyond simple, narrow and descriptive accounts of how climate change education is, or could be, integrated into early childhood programmes. Rather, it calls for empirically-based, grounded and critical contributions that promote effective change, along with theoretical analyses, critical and reflective reviews, and essays and insights from across disciplinary fields.

Ultimately, the thematic issue aspires to initiate critical dialogue, inform educational practices, and influence policy decisions to create more inclusive, supportive, and empowering contexts for climate change education in the early childhood.

This thematic issue will address key questions, such as:

  • How can complex topics like climate change be adapted for young children, given their developmental stages?
  • What are the most effective teaching strategies and tools for introducing climate change to young children?
  • How can climate change education in early childhood align with social-emotional development and resilience-building?
  • What role do early childhood educators, families, and communities play in fostering climate action and awareness?
  • How can empirical evidence inform the development of age-appropriate climate change curricula for early childhood settings?

Proposed Contributions

The thematic issue invites contributions that address, but not limited to, the following sub-themes and questions:

Critical Theoretical Perspectives

  • Critical analysis of existing educational theories and their relevance to climate change education in early childhood.
  • Exploration of interdisciplinary frameworks that integrate environmental education with early childhood pedagogy, social justice, and climate resilience.
  • New models or theoretical approaches for embedding climate literacy in early childhood.

Methodological Innovations

  • Research methodologies for assessing climate awareness and environmental attitudes among young children.
  • Participatory action research involving children, educators, and families in co-creating climate change educational practices.
  • Cross-cultural and comparative studies on the role of local environmental contexts in shaping climate education for young learners.

Empirical Studies

  • Case studies of early childhood programmes that successfully incorporate climate change education, showcasing best practices, challenges, and lessons learned.
  • Research on the impacts of climate change education on children’s understanding, emotional responses, and behavioural outcomes.
  • Longitudinal studies examining how early exposure to climate change topics influences children’s long-term environmental attitudes and actions.

Scholars are invited to submit proposals that are between 400 and 500 words. Please email these to: jces.editorial@gmail.com and include ‘JCES Thematic Issue: Climate Change in Early Childhood Education’ in the ‘subject’ line of your email. The authors of selected proposals will be invited to submit a full paper, which will undergo a double-blind peer review by the editorial board members and external reviewers.

Important Key Dates:

  • November 15, 2025: Submit a proposal of no more than 500 words to the following email address: jces.editorial@gmail.com
  • January 15, 2026: Abstract proposal decision sent to author/s
  • March 31, 2026: First full paper submission due for review.
  • November 2026: Anticipated date for publication

References

IPCC. (2023). Synthesis report of the IPCC sixth assessment report (AR6). IPCC. https://www.ipcc.ch/report/ar6/syr/downloads/report/IPCC_AR6_SYR_LongerReport.pdf

Ojala, M., Cunsolo, A., Ogunbode, C., & Middleton, J. (2021). Anxiety, worry, and grief in a time of environmental and climate crisis. A narrative review. Annual Review of Environment and Resources, 46(1), 35–58. https://doi.org/10.1146/annurev-environ-012220-022716

Spiteri, J. (2024). Pre-service ECEC teachers’ conceptions of climate change: A community funds of knowledge and identity approach. Education 3-13, 1–15. https://doi.org/10.1080/03004279.2024.2322999

Spiteri, J. (2025a). Climate anxiety in early childhood: A state-of-the-art review. Journal of Childhood, Education and Society, 6(2), 230-248. https://doi.org/10.37291/2717638X.202562558

Spiteri, J. (2025b). Parental perspectives on climate change and its impact on young children’s emotional well-being: Insights from Malta. Early Childhood Education Journal (ahead-of-print). https://doi.org/10.1007/s10643-025-01893-z

Spiteri, J., & Pace, P. (2023). ‘When the sun gets very hot’: Young children’s perceptions of climate change. Journal of Education for Sustainable Development, 17(1), 42-62. https://doi.org/10.1177/09734082231183481

UNECSO. (2023). UNCRC Comment n. 26 (2023), 22 August 2023:  https://www.ohchr.org/en/documents/general-comments-and-recommendations/general-comment-no-26-2023-childrens-rights-and

UNESCO & MECCE (2024). Education and climate change: Learning to act for people and planet. UNESCO & MECCE. https://doi.org/10.54676/GVXA4765