Climate change has become a lived reality for today’s children. Heatwaves, erratic rainfall, poor air quality, and ecological degradation are routinely discussed in every household. United Nations’ SDG 13: Climate Action provides a clear direction for understanding the crisis, building resilience, and nurturing a generation that sees stewardship of the Earth as a civic and moral responsibility.
The 21st-century learner stands at a crucial juncture where their action will write the future of humanity. Those born in the 90’s can still tell different plants and flowers apart, because in the past, greenery was abundant and children grew up playing in large gardens, fields, and orchards.
Local flora and fauna were not confined to wildlife sanctuaries and national parks; they were part of our day-to-day lives. Rapid industrialisation and urbanisation have made nature disappear, resulting in a disconnect between humans and nature and, consequently, a severe climate crisis.
What we often forget is that climate consciousness is not new to India. Our civilisational wisdom has always placed nature at the centre of human life. The Rig Veda refers to Prithvi Sukta, praising the Earth as a nurturing mother whose well-being is deeply connected to ours.
The idea of Vasudhaiva Kutumbakam in the Upanishads teaches that the world is one family and that caring for the planet is not an act of charity but a natural extension of being human.
In the light of this wisdom, SDG 13 becomes more than a global mandate; it becomes a reminder of our heritage. The NEP 2020 has emphasised environmental awareness and sustainable behaviour as part of holistic education. For schools, this means moving beyond awareness into continuous, meaningful engagement with climate literacy.
Children understand climate change best when it is made real. School plantation drives should go beyond symbolism to track their survival rate. Classroom lessons on energy should encourage measuring daily electricity consumption.
Celebration of Earth Hour should seep into our culture, shaping our behaviour. Education for sustainability could include a community project examining the impact of waste on local ecosystems to build students’ agency. These experiences tell every child—they matter, their actions matter, and their choices matter.
The climate challenge demands collaboration and scientific thinking. India’s voice at international platforms, particularly in championing the Lifestyle for Environment (LiFE) movement, has given the world a vocabulary for mindful consumption. In this, we once again draw from the Indian knowledge traditions of moderation, harmony, and ecological balance.
Schools have to play a crucial role here. Climate action must become a part of our textbooks, pedagogy, school assemblies, festivals, and above all, our habits. If students have to become ambassadors of change, they must appreciate that their daily lives are directly connected to planetary health. Students must also become sensitive to the fragility of the planet and its consequences. Connecting global frameworks with India’s ecological wisdom will help our students appreciate the issues involved. Children must be inspired to nurture habits that respect energy, water, and all forms of life. The activities of eco-clubs, micro-projects, and community campaigns must be repurposed.
These are a few ways in which schools can help students become ecologically conscious:
1. Making the observation of Earth Hour compulsory every year on the last Saturday of March so that students look forward to it as a practice for saving energy.
2. Celebrating Earth Day on a grand scale, complete with targeted themes aligning with the United Nations’ calendar.
3. Activities such as plantation drives should not be reserved for special days but should become a part of the regular classroom teaching and learning process.
4. Children should be encouraged to develop a bond with the local flora and fauna through field trips.
5. Curriculum should be made interdisciplinary, with conservation of resources and climate action taking centre stage.
6. Schools can introduce student-led eco clubs that empower learners to identify environmental issues within the school and community, and design actionable solutions, fostering ownership and leadership.
7. Sustainable practices such as waste segregation, composting, water harvesting, and reduced plastic use should be implemented on campus, allowing students to learn by observing and practising responsible behaviour daily.
Climate action SDG 13 is not an optional subject—it is a fundamental responsibility that should be embedded in our educational mission. Our collective future depends on making climate action a core part of every classroom, inspiring real and lasting change.
By Ashok Pandey, Advisor, SDGs
