Abstract

Climate change education has emerged as a critical component of contemporary pedagogy; yet, traditional theory-focused approaches often fail to engage learners effectively or facilitate meaningful behavioural change. This research paper examines the shift from conventional teaching methods to experiential learning approaches in climate change education across diverse educational contexts. Through a comprehensive review of current literature and empirical studies, this paper demonstrates that experiential, place-based, and interactive pedagogies significantly enhance student understanding, engagement, and commitment to climate action. Key findings reveal that hands-on activities, virtual reality applications, gamification, community engagement, and transgressive pedagogies foster deeper cognitive learning, emotional attachment, and pro-environmental behaviours. However, implementation challenges, including resource constraints, gaps in teacher preparation, and barriers to curriculum integration, persist. This paper concludes that a strategic integration of experiential learning methodologies, supported by institutional commitment and adequate resources, can transform climate change education from passive knowledge acquisition to active, transformative learning that empowers students as agents of sustainable change.