Educating young people about climate change is essential for fostering informed and engaged citizens. This study presents an innovative pedagogical approach that integrates Earth Observation data from the European Copernicus Programme for high school climate education and outreach. Using a structured four-step methodology, the research (1) examines existing educational initiatives, (2) identifies key success features (KSFs) for effective climate outreach, (3) designs and implements a learning experience, and (4) evaluates its effectiveness.Findings highlight the importance of direct teacher-student interaction, out-of-school learning contexts, Phenomenon-Based Learning, and interactive digital tools in enhancing environmental education. The study demonstrates how EO-based learning can be made accessible and engaging for digital-native students, fostering deeper climate literacy and critical thinking skills. Furthermore, it addresses a gap in the integration of Copernicus EO resources into climate education by proposing a transferable framework applicable to various environmental topics and educational settings. These insights contribute to advancing pedagogical strategies for climate education, supporting educators in designing impactful learning experiences that promote environmental literacy and active engagement among young learners.

Copernicus, the Earth Observation component of the European Union Space Programme, plays a key role in monitoring planetary health and informing global sustainability agendas. Enhancing its uptake offers a strategic opportunity to translate climate information into actionable knowledge for sustainable institutional governance. This study examines how data visualization, translating complex climate information into context-relevant formats, can strengthen the uptake of Copernicus Climate Change and Atmosphere Monitoring Service by national institutions. Using the Italian initiative for the National Collaboration Programme of the Copernicus Climate Change Service as an empirical setting, we adopt a mixed-method design to bridge expert visualization practices with institutional stakeholders tasked with sustainability transitions. The findings show that users widely recognize the value of Copernicus. Nonetheless, uptake depends largely on how easily visual outputs can be integrated into workflows and decision procedures. By linking uptake to visualization practices, the study reveals a previously underexplored user–expert gap between production and use contexts. We introduce “adaptive translation” as a framework to align scientific integrity with usability through progressive disclosure, defensibility-oriented design, and iterative feedback loops. The results provide context-sensitive guidance for designing “workflow-ready” visual products in similar national institutional settings, enhancing the capacity of institutional actors to design the climate-resilient actions that are essential for a sustainable future.