Climate Justice in Education: Are Indonesian Curricula Climate-Responsive?

Abstract

This paper examines the extent to which Indonesian educational curricula address climate justice, assessing whether they adequately equip students with the knowledge, skills, and values necessary to respond to the climate crisis. As global climate change accelerates, education plays a crucial role in fostering climate resilience and social equity. The concept of climate justice emphasizes the need to consider the social and economic disparities exacerbated by climate change, ensuring that vulnerable populations are not left behind in mitigation and adaptation efforts. This study analyzes the Indonesian curriculum across various educational levels, investigating the inclusion of climate change topics, environmental sustainability, and justice-oriented education. Through content analysis and interviews with educators, policymakers, and students, the research highlights the gaps and opportunities in the current curriculum. Findings indicate that while climate change is mentioned in certain subjects, there is a lack of depth in addressing its links to social inequality, indigenous knowledge, and intergenerational responsibility. Furthermore, the study finds that while some schools incorporate local ecological challenges into their teaching, climate justice as a transformative framework is largely absent. The contribution of this research lies in identifying the critical need for a more climate-responsive curriculum that integrates both environmental and social dimensions of climate justice. This paper argues for a shift toward an education system that not only raises awareness about climate change but also empowers students to engage in climate action and advocate for equitable, inclusive solutions.