Sustainable Development Goals - 17 Goals to Transform our World

Take urgent action to combat climate change and its impacts

Indicator 13.3.1: Number of countries that have integrated mitigation, adaptation, impact reduction and early warning into primary, secondary and tertiary curricula

Has the US established any form of climate change mitigation, adaption and impact reduction into its primary, secondary, and tertiary educational curricula?

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Headline data

This table provides metadata for the actual indicator available from US statistics closest to the corresponding global SDG indicator. Please note that even when the global SDG indicator is fully available from US statistics, this table should be consulted for information on national methodology and other US-specific metadata information.

Actual indicator available
Actual indicator available - description
Date of national source publication
Method of computation
Periodicity Annual
Scheduled update by national source
U.S. method of computation Since the United States has a federal education system there is no nationally designated curricula for public or private schools. While schools typically do cover some aspects of climate change science, there is a wide range in the scope and intensity of these curricula across state and local jurisdictions that make curricula decisions. A recent study by the National Center for Climate Change Education and Penn State University (http://people.oregonstate.edu/~schmita2/Outreach/TeacherWS_2016/plutzer16sci.pdf) found that nearly all students were exposed to at least some material on climate change during their school years. Three in four science teachers allocate at least an hour to discussing recent global warming in their formal lesson plans. Most science teachers reported covering the greenhouse effect (66%), the carbon cycle (63%), and four or more observable consequences, such as sea-level rise, or changes in seasonal patterns, like the flowering of plants and animal migrations. About 30% of teachers emphasized that recent global warming “is likely due to natural causes,” and 12% did not emphasize human causes. Of teachers who teach climate change, 31% reported emphasizing both the scientific consensus that recent global warming is due to human activity and that many scientists believe recent increases in temperature are due to natural causes.
Comments and limitations
Date metadata updated January 2017
Disaggregation geography
Unit of measurement Yes/no
Disaggregation categories
International and national references
Time period
Scheduled update by SDG team

This table provides information on metadata for SDG indicators as defined by the UN Statistical Commission. Complete global metadata is provided by the UN Statistics Division.

Indicator name Number of countries that have integrated mitigation, adaptation, impact reduction and early warning into primary, secondary and tertiary curricula
Target name Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning.
Global indicator description
UN designated tier 3 (with data)
UN custodial agency UNFCCC, UNESCO-UIS, (Partnering Agencies: UNEP, WHO, WMO, FAO)
Link to UN metadata Link opens in a new window
Organisation National Center for Education Statistics
Agency Staff Name Tom Snyder (Kali Kong, minor edits to graph title, July 2018)
Agency Survey Dataset National Center for Education Statistics
Notes
Title
Link to data source