Countries in the developing world are increasingly vulnerable to climate change effects and have a lesser capacity to adapt. Consideration can be given to their indigenous knowledge systems for an integrated approach to education, one which is more holistic and applicable to their context. This paper presents a systematic review of the indigenous knowledge systems (IKSs) deployed for climate change adaptation in the developing world and advances implications for climate change education. A set of inclusion criteria was used to screen publications derived from two databases and grey literature searches, and a total of 39 articles constituted the final selection. Postcolonial theory’s lens was applied to the review of the selected publications to highlight indigenous people’s agency, despite IKSs’ marginalization through colonial encounters and the ensuing epistemic violence. The categories of social adaptation, structural adaptation, and institutional adaptation emerged from the IKS-based climate change adaptation strategies described in the articles, with social adaptation being the most recurrent. We discussed how these strategies can be employed to decolonise climate change education through critical, place-based, participatory, and holistic methodologies. The potential outcome of this is a more relatable and effective climate change education in a developing world context.

It is undoubtedly clear that climate change is happening, and its adverse impacts could reverse the progress made toward meeting sustainable development goals. The global crisis poses one of the most severe challenges to reducing poverty and existing inequalities, especially in developing countries that are projected to be highly vulnerable to climate variability. However, the education sector provides an untapped opportunity for successful climate change adaptation and mitigation through knowledge and skill acquisitions, and consequently, positive behavioral change. Specifically, education can capacitate individuals and communities to make informed decisions and take practical actions for climate-resilient sustainable development. This study is focused on East Africa, a region whose economy heavily relies on climate-dependent activities. At present, East African governments are already embedding climate change in their school curriculum. However, they lack coherent approaches to leverage climate change education as a tool in their adaptation and mitigation strategies. Therefore, this review explores some of the critical barriers to climate change education and possible opportunities for leveraging learning to promote sustainable development in East Africa.

South Asia is one of the most vulnerable regions to the impacts of climate change. While it has contributed the least to global greenhouse gas emissions, the people in the region face imminent threats to their health and well-being due to extreme weather events and a range of other climate-induced challenges, such as biodiversity loss and monsoon floods. Climate change education (CCE), if properly implemented, can prove to be vital in addressing such challenges and in helping people make informed decisions on adaptation strategies. To this end, this paper explores how CCE is addressed in the climate policies of South Asian countries. The paper also explores the implementation and operationalization of these policies within the respective countries. A content analysis of the climate policies of member states was conducted for the period 2007–2021. The findings revealed that climate change education has been highlighted within individual policies pertaining to formal and informal education, research and development, and public awareness initiatives. However, a gap analysis between policies and practices reveals that significant work is still needed for the effective implementation of policies supporting CCE at local levels. The current study seeks to contextualize these gaps by situating them within the relevant theoretical backdrops. In doing so, the research aims to make a meaningful contribution to the understanding of how CCE can be effectively deployed and delivered towards an impactful climate change adaptation, building on a support framework.Graphical Abstract