Climate change communication and education
2. Climate change education and training in the country
3. Climate change communication in the country
i. Climate change context
Türkiye is a transcontinental country located mainly in Western Asia, with a small part located in Southeast Europe. The World Bank reports that Türkiye is highly vulnerable to the effects of climate change due to its geographical, climatic and socio-economic conditions. The Eighth National Communication and Fifth Biennial Report of Türkiye (2023) shows that the effects of climate change are beginning to manifest and that these events will become more severe. They include drier and hotter summers, changes in biodiversity, and climate-related hazards such as floods, mudflows, droughts, storms, wildfires, precipitation-triggered landslides and erosions.
According to the Global Carbon Atlas, Türkiye is a high-emitting country, emitting 5.3 tCO2 per person in 2021. As stated in the Eighth National Communication and Fifth Biennial Report of Türkiye (2023), 34% of Türkiye’s final energy consumption is in the industrial sector, 31% in the residential and services sectors, 25% in transportation and 4% in agriculture.
When the United Nations Framework Convention on Climate Change (UNFCCC) was opened for signature in 1992, Türkiye was included in Annex I and Annex II together. Following a discussion in 2001, Türkiye was removed from Annex I. While it is currently listed as an Annex-I country, it has no historical responsibility for greenhouse gas emissions. Türkiye ratified the UNFCCC in 2004, ratified the Kyoto Protocol in 2009 and approved its membership in the Doha Amendment in 2017. In 2021, Türkiye ratified the Paris Climate Agreement and committed to net zero by 2053.
A climate emergency has not yet been declared nationwide in Türkiye, though climate activists are urging decision-makers to do this. The mayors of key cities such as Istanbul, Izmir and Ankara metropolitan municipalities have announced their support for the call. In 2021, the Istanbul Metropolitan Municipality declared a climate emergency and joined the C40's Deadline 2020 initiative, a public commitment to formulate and implement ambitious climate action plans to restrict the rise of the global temperature to 1.5 °C.
ii. Relevant government agencies
Climate change
The central government agency responsible for the environmental and climate change policies in Türkiye is the Ministry of Environment, Urbanization and Climate Change, formerly the Ministry of Environment and Urbanization. The ministry houses the United Nations Framework Convention on Climate Change (UNFCCC) Action for Climate Empowerment (ACE) Focal Point. In addition to the name of the ministry expanding to include climate change under the 2021 Presidential Decree No. 85, the Directorate of Climate Change was established as an affiliated institution. With this amendment, the ministry was now responsible for taking climate change-related measures; addressing the depletion of the ozone layer; preparing related plans, policies and strategies; following international negotiations; and implementing training and capacity-building activities to raise public awareness on climate change. The Directorate of Climate Change has been assigned responsibility for the secretariat services of the Climate Change Coordinating Committee, established under the decree.
The Climate Change Coordinating Committee determines, monitors and evaluates plans, policies, strategies and actions related to climate change and ensures cooperation and coordination between public and private sector institutions and organizations. The committee leads the UNFCCC negotiations and prepares the Intended Nationally Determined Contributions. The committee meets at least twice a year under the chairmanship of the minister and consists of 22 members: Chief Climate Change Negotiator, Ministry of Foreign Affairs, Ministry of Energy and Natural Resources, Ministry of Treasury and Finance, Ministry of Interior, Ministry of National Education, Ministry of Health, Ministry of Industry and Technology, Ministry of Agriculture and Forestry, Ministry of Trade, Deputy Ministers of Ministry of Transport and Infrastructure, Head of The Presidency of Strategy and Budget, Head of Higher Education Council, Head of Directorate of Climate Change, President of Scientific and Technological Research Council of Türkiye, President of Turkish Environment Agency, President of Turkish Statistical Institute, President of Union of Chambers and Commodity Exchanges of Türkiye, Turkish Industrialists and Businessmen's Association, The Independent Industrialists' and Businessmen's Association, the President of the Union of Municipalities of Türkiye. While member institutions contribute to the board concerning their field of work, they also reflect the decisions taken by the board in relation to their work area.
The Ministry of Energy and Natural Resources states that climate change is a pressing global issue, impacting countries worldwide, including the vulnerable Mediterranean basin. The ministry emphasizes renewable energy, environmentally responsible mining and environmental studies, all contributing to the Sustainable Development Goals (SDGs). It calculates emissions and publishes data to support transparency and efforts to reduce greenhouse gases. The ministry is planning policy processes for the most effective achievement of energy efficiency and the establishment of sustainable energy models.
The Ministry of Treasury and Finance is responsible for preparing and executing regulations and operations within the framework of financial policies, including the Sustainable Finance Framework. It is tasked with monitoring and evaluating the implementation of policy documents and financial planning in line with the established objectives and goals. It also supports seizing financial opportunities for activities contributing to the green transformation presented in the roadmap of the Green Deal Action Plan.
The Ministry of Health addresses issues related to the impact of climate change on public health. It has established a working group that is focused on the health impacts of climate change and the role of local governments. The ministry continues its efforts to revise the National Programme and Action Plan for Reducing the Adverse Effects of Climate Change on Health, which was published in 2015.
The Ministry of Agriculture and Forestry has a Climate Change and Catchment Management Unit, which focuses on conserving and developing soil and water resources at a watershed scale, addressing issues like desertification and drought that have arisen due to climate change. Research subjects involve monitoring land degradation, erosion control, hydrology, climate change effects and drought prediction. The tasks of the Climate Change and Agricultural Ecology Research Group include identifying climate change impacts on soil and water resources and developing adaptation strategies. It examines drought and climate effects on agriculture, determines strategies for reducing greenhouse gases and creates maps for optimal agricultural growth areas. It also addresses erosion and desertification and provides data to support agricultural policies and resource protection decisions.
The Ministry of Trade supports green transformation in all relevant policy areas. For instance, the ministry prepared the Green Deal Action Plan in 2021 in line with the compliance requirements of the European Green Deal . The Green Deal Action Plan aims to operate as a roadmap that is compatible with the transformation policies in the global economy, primarily within the EU and to promote green investments.
Some local governments in Türkiye are taking steps to address climate change. The Istanbul Metropolitan Municipality prepared the Istanbul Metropolitan Municipality Climate Change Action Plan (2021) within the scope of the Technical Assistance Programme offered specifically for Istanbul by C40, a global network of mayors from the world's biggest cities, to address the challenges of the climate crisis. Istanbul Metropolitan Municipality Climate Change Action Plan (2021) presents Istanbul’s risk assessment and explains its goals and objectives for achieving the carbon-neutral target of 2050. In addition to Istanbul, different provinces such as Ankara, İzmir, Bursa and Gaziantep have also prepared action plans related to climate change.
Education and communication
The Ministry of National Education is the central agency responsible for preparing, implementing and supervising education policies in primary and secondary education. The framework for curriculum development, textbook approval and assessment practices is centrally determined. Since 2010, the ministry has been developing five-year strategic plans for the education sector, setting goals and determining how the ministry will work to achieve these goals. The plans also form the basis for planning at the provincial, district and school levels. To continue various activities in the service field, there are 23 directorates within the Ministry of National Education.
For example, the Directorate General for Vocational and Technical Education determines and implements policies for the management of schools and institutions providing vocational and technical education and students’ education processes. The Teacher Training and Development General Directorate creates policies for determining and developing teacher qualifications and competencies and cooperates with relevant units, institutions and organizations. The Board of Education, which is the scientific advisory and examination body of the Ministry of National Education, is responsible for the preparation of education and training plans, programmes and textbooks. There is no general directorate within the Ministry of National Education that is specifically dedicated to environmental or climate change education. However, the practices mentioned in future sections regarding environmental and climate change education are being carried out in collaboration with different general directorates within their respective areas of work.
The Council of Higher Education is another central body that forms policies for higher education. Higher education in Türkiye is provided by universities, institutes, faculties, higher vocational schools and conservatories. The council is the only institution responsible for higher education.
The Ministry of Youth and Sports has been mandated by Presidential Decree No. 1 to plan and conduct policies that support the personal and social development of the youth. The ministry develops policies to facilitate youth participation in decision-making and social life. The Directorate General of Education, Research and Coordination, affiliated with the ministry, plans activities in education and culture to contribute to the development of young people.
iii. Relevant laws, policies, and plans
Climate change
Since 1982, rights related to the environment are enshrined in the Constitution of the Republic of Türkiye. Article 56 states that everyone has the right to live in a healthy and balanced environment. In turn, the state and citizens are responsible for improving the environment, protecting health and preventing pollution.
The purpose of the Environment Law, enacted in 1983, is ‘to ensure that the environment, which is the common property of all living things, is protected in line with the principles of sustainable environment and sustainable development.’ (Article 1). it is stated that issues related to the environment will be included in the curriculum of formal education institutions, starting from pre-school education and including radio and television programmes to protect the environment and raise environmental awareness. With amendments to the law in 2018, it now states that ‘climate change’ has been mentioned in the scope of the law. With the amendment, the mandatory standards, tools and incentives offered within the scope of the law aim to protect the environment, prevent and eliminate environmental pollution, promote zero waste, apply circular economy principles and combat climate change (Article 3h).
The Turkish Grand National Assembly continues to work on the Climate Law in line with the net zero targets of 2053. According to the Presidency of the Republic of Türkiye’s Directorate of Communications, the assembly will complete the negotiations and approve the law in the forthcoming legislative period
The Eleventh Development Plan (2019) is prepared under the coordination of the Presidency of Strategy and Budget to establish the essential infrastructure for Türkiye’s economic, social and cultural development. The plan guides all institutions in determining their priorities for preparing other policy documents and strategic plans. The plan covers 2019-2023 and includes objectives such as capacity-building for adaptation policies, increasing access to climate finance, and establishing a climate-resilient infrastructure and sustainable production and consumption mechanisms regarding climate change. Nevertheless, the educational policy targets do not mention environmental or climate change education. Preparations for the Twelfth Development Plan are under way as this profile is written.
The Climate Change Strategy 2010-2023 was prepared by the Ministry of Environment, Urbanization and Climate Change within the framework of ‘common but differentiated responsibilities,’ one of the basic principles of the United Nations Framework Convention on Climate Change (UNFCCC). It sets out the country's national policies in relation to mitigation, adaptation, technology, financing and capacity-building between 2010 and 2023.
The Climate Change Action Plan 2011-2023 (2012) sets out the schedule and the indicators of the objectives planned in the Climate Change Strategy 2010-2023 under nine main headings: Energy, Building, Industry, Transportation, Waste, Agriculture, Land Use and Forestry, Cross-Cutting Issues and Adaptation. The action plan includes targets related to climate change communication and education under Cross-Cutting Issues. Within the plan, there are targets to include climate change in formal education programmes and technical education in addition to raising public awareness.
Turkey's National Climate Change Adaptation Strategy and Action Plan (2012), which sets out the measures taken by Türkiye to adapt to climate change, was prepared by the Ministry of Environment, Urbanization and Climate Change. The plan provides a roadmap for adaption and mitigation strategies. It focuses on critical areas that cover the country’s vulnerability to climate change: water resources management, agriculture and food security, ecosystem services, biodiversity and forestry, natural disaster risk management and human health.
As part of the Enhancing Adaptation Action in Türkiye initiated in 2019, in collaboration with the Ministry of Environment, Urbanization and Climate Change and the United Nations Development Program (UNDP) Türkiye Country Office, the updating of Türkiye's Climate Change Adaptation Strategy and Action Plan and the establishment of a monitoring, evaluation, reporting and notification system for the plan are planned to be completed by the end of 2023.
The Directorate of Climate Change has announced that it is continuing to collaborate with the UNDP in relation to its 2053 Long-Term Climate Change Strategy, aligning it with Türkiye’s 2053 targets. Taking into account the national circumstances, this strategy aims to set out the long-term objectives for the process of low-carbon development and the transition towards a climate-resilient economy.
The National Action Plan for Waste Management 2023 (2016-2023) of the Ministry of Environment, Urbanization and Climate Change covers the analysis of waste management in all provinces and identifies areas that need improvement or further development. Based on these analyses, the plan outlines waste management activities and investments until 2023. In line with the plan, the goal for 2023 is to recycle 35% of generated waste and dispose of 65% through controlled landfill management. For this purpose, the estimated public investment requirement is anticipated to range from approximately 2 billion to 3 billion euros, depending on the chosen technology.
The National Energy Efficiency Action Plan (2017-2023) of the Ministry of Energy and Natural Resources includes efforts to: enhance the effectiveness of support models in energy efficiency; develop sustainable financing mechanisms; enhance the culture, awareness and consciousness around energy efficiency; promote sustainable environmentally friendly structures and systems; and increase the effectiveness of energy efficiency. This encompasses planned activities in the buildings and services, industry and technology, energy, transport and agriculture sectors. Under the cross-cutting areas, the implementation of awareness-raising and training activities is planned.
In 2022, Türkiye's first Climate Council gathered around the central theme of ‘2053 net zero emission target: Türkiye’s green development revolution’. With the participation of public institutions and organizations, universities, local administrations, professional councils, non-governmental organizations (NGOs) and private sector representatives, commissions on six main subjects were held: greenhouse gas reduction; science and technology; green finance and carbon pricing; climate change adaptation; local authorities; and migration, fair transition and other social policies. After all the commissions had met, the council published Climate Council Commission Recommendations. These recommendations will inform future climate change policies. The resolutions point to the curriculum’s need for climate change updates. Climate literacy programmes are also recommended: to be run on mass media platforms, they are to emphasize the need for practical studies to increase public awareness of climate change in non-formal education.
Türkiye submitted its updated First Nationally Determined Contribution to UNFCCC in April 2023. Through this contribution, Türkiye has increased its target for emission reduction from the previously announced 21%, to 41% by 2030. As part of the contribution, in line with the target of 2030, adaptation and mitigation policies and strategies are presented and to be framed within sustainable development priorities. The document does not present policies on climate change communication and education.
The Presidency of Strategy and Budget, the national focal point of the Sustainable Development Goals (SDGs), prepared the second Voluntary National Review (VNR) in 2019. The first VNR report set out a roadmap, including the steps to implement the SDGs. The second VNR report focuses on the progress of each SDG. The 2019 VNR Report review shows notable progress in enhancing access to quality education and incorporating climate change-related subjects into the curriculum across different educational levels. Furthermore, efforts undertaken by the public, local governments and civil society have effectively heightened societal awareness regarding climate change. However, the roadmap lacks specific climate change communication and education targets.
Education and communication
The National Education Basic Law (1973) defines the general aims and principles that form the basis for regulating education in Türkiye. It reveals the structure and functioning of formal and non-formal education from preschool to the end of higher education, in line with general purposes and principles. There is no reference to the environment and climate change in the law.
The Higher Education Law (1981) determines the aims and principles of higher education provision. It also determines the principles for the establishment and operation of the institutions and those governing the teaching staff. While there is no direct article on climate change communication and education in the law, making suggestions to solve environmental problems is included as a duty.
The Vocational Education Law (1986) is the primary legislation regulating the principles of vocational education to be carried out in schools, higher education institutions and businesses. The law does not make any mention of climate change.
The Ministry of National Education used Turkey’s Education Vision 2023 as a roadmap for strategies in the field of education in 2018. The document consists of 44 targets under 18 headings clustered around four main objectives: transforming education, supporting and empowering teachers, transforming the school environment, and constructing efficient and data-open governance. Turkey’s Education Vision 2023 shared the policies designed for purposes accordingly and the implementation steps over the three-year schedule. The roadmap presented in the document is aimed at children internalizing environmental awareness together with national and moral values.
The Ministry of National Education Strategic Plan 2019-2023 identifies problem and development areas related to the education and training system, based on Turkey’s Education Vision 2023. The Ministry of National Education Strategic Plan 2019-2023 sets five-year targets and outlines the strategies, indicators and actions linked to the targets. The plan determines the estimated material resources needed for the objectives and targets. There is no reference to environmental or climate change education in the plan.
The progress of the programmes and targets determined in the strategic plan can be monitored through the annual reports and performance programmes published by the Ministry of National Education. The Ministry’s Performance Programme 2022 does not reference environmental or climate crisis education. This means that in the context of climate change, as of 2022, there have yet to be any updates in the plan.
In the Curriculum Monitoring and Evaluation System, curricula and weekly course schedules are offered at all levels within the scope of formal education from preschool to the end of high school. These documents are considered as guidelines to be followed in the preparation of the curriculum: the Turkish Qualifications Framework and the National Education Quality Framework. The Turkish Qualifications Framework (2015), designed to be compatible with the European Qualifications Framework, is a framework programme that shows all the qualifications gained through primary, secondary, and higher education, vocational and academic education, and training programmes. The National Education Quality Framework (2014) defines the general outcomes that include knowledge, skills and attitudes, along with the core values that students are expected to acquire.
The ministry has announced that it is continuing its work on the K12 Skills Framework in collaboration with the United Nations Children's Fund (UNICEF). The framework aims to classify, define and determine process components and indicators of conceptual skills, social-emotional learning skills, the Turkish language, mathematics, science, the social sciences and literacy skills at the K12 level.
The National Education Councils are the highest advisory councils of the Ministry of National Education. Members assess and recommend areas for improvement within the education system at regular intervals. The 20th National Education Council was held in December 2021, around the theme ‘Equal Opportunities in Education’. Attendees included representatives from the public and private sectors, civil society organizations (CSOs), academics and teachers. Following the voting at the general assembly, 128 recommendations were shared. One recommendation is to strengthen teacher competencies in line with the needs arising in relation to climate change and ecological crises. However, no other recommendations relate to climate change communication and education. The Ministry of National Education has designed a monitoring and evaluation mechanism for implementing these recommendations and regularly shares reports on their progress.
The Climate Change Action Plan (2022) sets out the Ministry of National Education’s roadmap for dealing with climate change. In relation to the environment and climate change, the plan aims to carry out the work to cover all units of the ministry and develop solutions for updating the curriculum, as well as developing relevant materials, until the end of 2025. The plan aims to prepare cultural events to raise awareness in cooperation with public institutions, universities, professional organizations and relevant NGOs. Strengthening the physical resilience of learning environments in the face of climate change is also included in the plan. The plan is considered an essential step for the ministry to carry out its work on the climate crisis in a coordinated and efficient manner and based on a holistic approach.
The first document developed in the communication component of Türkiye’s climate change context is the Climate Change Communication National Strategy and Action Plan (2020). The document presents a complementary communication strategy for the public sector, business and the media around themes that have been selected to increase public awareness about climate change. Designed within national and local parameters, the strategy covers the needs and characteristics of the different stakeholders.
iv. Terminology used for Climate Change Education and Communication
Addressing climate change is a relatively new concept in Türkiye’s education policy documents. The Ministry of National Education Strategic Plan 2019-2023 only emphasizes ‘sensitivity to the environment and the right to life of living beings’ among the fundamental values listed. (p. 40)
Starting from the 2022-23 academic year, the ministry has begun implementing the elective Environmental Education and Climate Change course in grades 6–8. This course had previously applied to grades 7 and 8 under Environmental Education. To make environment and climate change terminology understandable to all ages and developmental levels, the development of the Environment and Climate Change Dictionary is being planned, with the preparatory work for the dictionary currently under way.
The Climate Change Action Plan, published in 2022 by the Ministry of National Education, identifies climate change education as a critical area for emission reduction and climate crisis adaptation policies. The objectives of climate change education are stated as follows:
Climate change education has started to form its own identity at every level of education, from preschool to higher education. In this context, the fundamental task of climate change education is to train environmentally conscious individuals who understand the basic principles of the climate system, can evaluate scientifically reliable climate information, can minimize the effects of climate change, can make conscious decisions, and can contribute to the formation of sustainable communities by developing environmental attitudes and behaviours.
The Climate Change Action Plan, 2022, p. V-VI
Within the policy documents, the objectives for climate change communication often present public awareness and participation together, meaning that public participation is limited to participation in awareness-raising campaigns. In this context, Turkey's National Climate Change Adaptation Strategy and Action Plan (2012) provides a similar example:
The principle is to continue the training activities that will increase public awareness and participation with regard to the disaster and risk impacts that may arise due to climate change and carry out awareness-raising activities aimed at every segment of society. Within this framework, it will be ensured that public institutions on national and local levels collaborate with relevant NGOs.
Turkey's National Climate Change Adaptation Strategy and Action Plan, 2012, p. 52
The documents examined for this review showed that concepts related to climate justice have almost been non-existent.
v. Budget for climate change education and communication
In Türkiye, the government budget is prepared according to the programme budget system starting in 2021. The 2023 Central Government Budget includes 68 programmes, one of which is the Sustainable Environment and Climate Change Programme. The programme aims to protect the environment and natural resources; improve their quality; ensure their effective, integrated and sustainable management; implement environmentally friendly practices in all areas; and increase the environmental awareness and sensitivity of all segments of society. A budget of US $733 million (6.3 billion Turkish Liras) was proposed for the Sustainable Environment and Climate Change Programme in 2023. Although the budget has increased compared to the previous year, it corresponds to only 0.13% of the total allocation. Among the indicators presented for the programme, there is no statement for climate change communication and education. Similarly, the indicators for the programmes related to education services do not refer to climate change education.
According to the 2023 Central Government Budget, the Ministry of Environment, Urbanization and Climate Change has been allocated a budget of US $841 million (24.3 billion Turkish Liras) and the Directorate of Climate Change has been allocated US $533,497 (15.4 million Turkish Liras). According to the official website of the Ministry of Environment, Urbanization and Climate Change, there are currently no national budget statements or specific programmes allocated for climate change education.
The 2023 Central Government Budget has determined the Ministry of National Education budget as US $2.25 billion (651.3 billion Turkish Liras). This amount constitutes 14.6% of the central government budget for the year 2023. According to the official website of the ministry, there are currently no national budget statements allocated for climate change communication and education. The budget allocation for the objectives and targets presented in The Climate Change Action Plan (2022) is also not shared.
Medium Term Programmes are prepared annually covering a three-year horizon by the Ministry of Treasury and Finance in collaboration with the Presidency of Strategy and Budget. These programmes involve assessments of developments in Türkiye and worldwide, sharing macroeconomic goals and outlining policies to be pursued in economic and social areas. The most recent Medium Term Programme, for the 2023-2025 cycle, emphasizes the significance of a green transformation in all sectors and areas of the economy and the importance of considering the multifaceted effects of climate change on the environment, society and the economy. Accordingly, the establishment of green transformation infrastructure and support for green technology research and development projects are highlighted. Policies and measures in vocational education to achieve green transformation are also addressed:
Regional and sector-focused training needs analyses will be conducted to enhance a qualified workforce, and vocational training programs will be updated to meet the requirements of digital and green transformation. (Medium Term Programme 2023-2025, 2023, p. 19).
The Climate Change Adaptation Strategy aims to implement the objectives and targets it contains at the national, regional and local levels through the necessary financial regulations and implementations. The aim is to adopt a systematic approach to accessing global resources and establish incentivized financing mechanisms to facilitate technology transfer. At the regional level, efforts are directed at enhancing the capacities of local structures to support these endeavours.
The Enhancing Required Joint Efforts on Climate Action Project (2017-2020), of which the Ministry of Environment, Urbanization and Climate Change is a beneficiary, is financed by the European Union and the Türkiye Government. The project's primary objective is to incrementally align with the climate policy and legislation of the EU by enhancing public awareness and supporting the capacity of stakeholders. These measures aim to foster collaborative endeavours to mitigate the impacts of climate change in Türkiye. The project provides technical support for capacity development to support the work of the Ministry of Environment, Urbanization and Climate Change. Communication and awareness-raising activities are carried out with different stakeholders for this purpose. In addition, grants have been given to the projects of public institutions, local governments, universities and CSOs to support climate change actions at the local level. The total budget of the project is US $ 1.9 billion.
The Enhancing Adaptation Action in Türkiye Project, implemented by the Ministry of Environment and Urbanization and with the support of the UNDP (UNDP) is financed by the EU and the Türkiye Government. The EU contribution to the project is US $3.9 million. The project's activities are presented under relevant headings in the country profile. Within the project, the Climate Change Adaptation Grant Programme has been implemented. This programme aims to increase the resilience of communities and cities and enhance the adaptive capacity of vulnerable economic sectors. The total budget for the grant programme, which is open to applications from local governments, universities, NGOs, unions and professional organizations is US $7.4 million.
i. Climate change in pre-primary, primary, and secondary education
State education in Türkiye is free at all levels, and as of 2012, compulsory education has been increased from 8 to 12 years. Although preschool education is not compulsory, the state provides and encourages education for this level. Primary, lower-secondary and upper-secondary education levels are four years each, within the scope of compulsory education. The curriculum, materials, and assessment and evaluation methods used are determined centrally by the Ministry of National Education.
In the National Education Quality Framework document, which is a reference document in the preparation of the curriculum, reference to climate change education under primary learning outcomes is limited to ‘being sensitive to environmental problems’ (p. 14) The Turkish Qualifications Framework, another reference document for the preparation of the curriculum, does not contain any reference to the environment or climate change.
Since the 2022-23 academic year, secondary schools have offered the Environmental Education and Climate Change course as an elective for 6th, 7th and 8th-grade students. The environmental education and climate change curriculum includes six units: human and nature, circular nature, environmental issues, global climate change, climate change and Türkiye, sustainable development and environmentally friendly technologies.’ Field trips to non-school learning environments are organized as part of the course. The aim is for students to be able to observe environmental issues in their context. In line with the practical education aspect of the curriculum, students are expected to engage in zero waste and waste evaluation projects. Teachers guide students through exploration, inquiry, debate, fostering awareness and product design. The ministry announced it would teach an elective ‘environmental science and management’ course in high schools during the 2023-24 academic year.
The ministry plans to use the Sustainable World section within the Education Information Network platform, which serves as infrastructure for educational content. This section is intended to provide educational content on topics such as the environment, climate change and zero waste at different educational levels.
One of the main headings of the Climate Change Action Plan (2022) is ‘awareness-raising activities in educational institutions about the effects of climate change.’ As part of the action plan, by the end of 2025 all categories and levels of curricula will be updated to be compatible with the environment and climate change principles of the Sustainable Development Goals. An inventory evaluating this compatibility will be prepared. Textbooks will also be updated within the scope of the inventory report. The framework plan for psychological counselling services will be restructured within the framework of vocational promotion and guidance to embrace the objectives for the environment, climate change and sustainable development. Furthermore, young people and children will have the opportunity to participate in sociocultural activities outside of school as climate entrepreneurs, with climate clubs and climate camps among the planned activities.
The Ministry of National Education launched the Education for Sustainable Living Project in April 2023 in line with the Climate Change Action Plan, The project, which will last for 17 months, aims to update the preschool, primary and secondary school curricula with a sustainable development perspective and develop appropriate materials. A School Climate Change Action Plan preparation guide is also being planned, so that schools can act according to their conditions and needs. During the preparation process of this profile, no further information on the project is available.
The Ministry of National Education aims to adapt the curricula of vocational and technical high schools to align with current market conditions and needs. In the Climate Change Action Plan, objectives are set to develop policies that focus on the employment of vocational high school students in line with the 2053 net zero emission target and to promote green professions. Initiatives for designing educational programmes such as Renewable Energy Technologies are also under way.
The Environment-Friendly 1000 Schools Project, one of the ministry’s efforts to address climate change, is ‘to make students adopt environmental awareness and the concept of sustainability while they are at the basic education level, to demonstrate and implement related practices.’ Within the scope of the project, in 2022, infrastructure and equipment studies related to sustainability were carried out in 1,000 schools, including at least one school in each district in the country. These schools are supposed set a good example for other schools. Activities include installing energy-saving lighting systems, solar energy panels, rainwater collecting units and composting machines.
The Ministry of National Education collaborates with other ministries, public institutions and NGOs for climate change education. In December 2020, a collaboration protocol was signed between the Ministry of National Education and the Ministry of Agriculture and Forestry for meteorology education. This collaboration will establish meteorological observation stations in Science and Art Institutions (BİLSEM) affiliated with the General Directorate of Special Education and Guidance Services. BİLSEM centres are special education institutions established by the Ministry of National Education to ensure that exceptionally talented students identified through exams in primary schools enhance their capacities without disrupting their formal education. Meteorology education aims to raise awareness among BİLSEM-enrolled students about the impact of climate on the Earth and to provide them with scientific knowledge about weather events and climate change. For this purpose, various materials for theoretical and practical training will be developed.
The Ministry of National Education and the Scientific and Technological Research Council of Turkey (TÜBİTAK) signed a collaboration protocol. As part of this protocol, in December 2022 the National High School Congress and Poster Presentation Contest was organized for students enrolled in secondary education schools. Covering the fields of the environment, climate change and mathematics, the competition aims to encourage students to enhance their scientific thinking and research and analytical skills, as well as to generate knowledge. The intention is to bring together students, scientists and industry representatives on platforms where they can share this knowledge. 1,213 students representing 337 schools took part in the competition, with 489 project submissions in the environment and climate change field.
On December 25, 2018, the Ministry of National Education, the Ministry of Environment, Urbanization and Climate Change and the Turkish Foundation for Combating Soil Erosion, for Reforestation and the Protection of Natural Habitats (the TEMA Foundation) signed the Zero Waste Education Project Cooperation protocol. This resulted in the Zero Waste Training Programme being designed and applied within the scope of the Zero Waste Education Project in 2021-22. The training aims to introduce the concept of ‘zero waste’ to students and to raise awareness about how children can reduce and transform waste in their daily lives. Zero waste practices are among the Climate Council Commission Recommendations: ‘In order to increase social awareness within the scope of zero waste practices and greenhouse gas emission reduction, capacity should be increased primarily by creating applied training modules for educational institutions and all stakeholders’ (Article 66).
Among the Climate Council Commission Recommendations shared by the Climate Council gathered in 2022 are updating the curricula and programmes of the Ministry of National Education:
The curriculum should be reviewed regarding sustainable development goals, starting from early childhood education, and updated accordingly. Furthermore, activities related to climate change should be prepared for the relevant learning outcomes. (Climate Council Commission Recommendations, 2022, p. 23).
ii. Climate change in teacher training and teaching resources
Türkiye has recently been placing significant emphasis on teacher policies. These include the publication of the Teacher Strategy Paper 2017-2023 by The Teacher Training and Development General Directorate, the enactment of the Teaching Profession Law (2022) and the prioritization of the professional development of teachers in the 20th National Education Council.
However, climate change is not among the prominent issues in teacher policies. Among the primary documents in teacher policies, there are no references to climate change in the Teacher Strategy Paper 2017-2023, the Teaching Profession Law (2022,. In the General Competencies for Teaching Profession (2017) document, which defines teacher competencies, only the competency of ‘respecting nature and historical and cultural heritage’ relates to climate change.
Similarly, the In-Service Training Activities Guide (2022) published by The Teacher Training and Development General Directorate, which defines the in-service training activities for teachers in 2022, does not reference climate change.
Climate change in teacher training and teaching resources has, however, come to the fore in recent documents. The recommendations published by the National Education Council (2022) include the need to update the teacher qualification programmes by considering climate change and ecological crises.
In relation to professional development, the Climate Council Commission Recommendations (2022) recommends developing and implementing in-service training programmes in line with the SDGs within the scope of the environment and climate change.
The Climate Change Action Plan (2022) shared by the Ministry of National Education states that ‘candidate teacher training will be updated in line with sustainable development goals and within the scope of the environment and climate change’ (p. 50).
The Climate Change Action Plan states that environmental and climate change training will be provided to administrators and teachers. The authorities will design educational material=covering climate change for teachers. These will include cartoons, animation products, books, posters, brochures, videos, public announcements, bulletins and magazines. In parallel, in 2022 the Climate Change and Environmental Education Seminar by the Ministry of National Education was uploaded on the Teacher Informatics Network, the official online professional development platform for teachers. The content prepared for all teachers working under the ministry is aimed at increasing teachers’ knowledge on climate change and the environment. According to the information shared in February 2022, the environmental and climate change seminar was the best attended by teachers on the platform. 82,455 teachers completed the 8-hour climate change and environmental education training, while 82,639 teachers completed the 10-hour waste management and zero waste education. The ministry also organized climate change training programmes for teachers in 30 cities, focusing specifically on air pollution.
The Ministry of National Education strives to include teachers’ opinions in its efforts related to climate change. The Climate Change Action Plan aims to establish a platform for zero waste, facilitate teachers’ access to educational materials on this platform and ensure their active participation in the initiatives. Input was sought from teachers and administrators during the preparation process of the environmental education and climate change curriculum offered in secondary schools for the 2022-23 academic year.
In 2022, the Ministry of National Education implemented the 10 Thousand Schools in Basic Education Project to reduce disparities in school achievement and opportunities. Under the project, the physical facilities, infrastructure and equipment of 10,000 disadvantaged schools selected from across Türkiye were improved. In addition, training was provided to 106,244 teachers and 13,344 administrators working in these 10,000 schools. The training sessions covered topics such as digital literacy, assessment and evaluation, first aid, and climate change and the environment.
The Environment and Climate Change Awareness Education Project, implemented in collaboration with the Ministry of National Education and the TEMA Foundation, aims to provide teachers with resources to promote children’s awareness of the climate, climate change and sustainable living skills in the classroom. The İklim TEMA Eğitim Portal was launched in 2023, offering teachers activity guidelines, educational films, presentations, posters, e-books and expert articles. All preschool, primary school and middle school teachers in schools can subscribe to the portal.
iii. Climate change in higher education
The Higher Education Council is the only institution responsible for higher education in Türkiye. The Higher Education Law defines the organization, duties, authorities, responsibilities and working principles of the council. The articles in the law regarding the council's duties, however, do make limited references to the environment:
To contribute to the development of agriculture and industry in their regions, and to meet their needs by training competent professionals and enhancing their knowledge, as well as to promote modernization in industry, agriculture, healthcare, and other services, and to implement and participate in projects and programs that will increase production. Additionally, collaborating with relevant institutions, providing solutions to environmental issues, and offering constructive recommendations.
Higher Education Law, No. 17506, 1981, Article 12g
The Higher Education Council's 2019-2023 Strategic Plan does not specifically reference the environment and climate change. The headings related to the environment and climate change in the Monitoring Evaluation Report 2022 are limited to the awards received by universities in zero waste, green campuses and environmentalism. The Climate Council Commission Recommendations (2022) encourage the inclusion of climate change in higher education programmes in different disciplines and the development of master’s and doctoral programmes that will address the issue in an interdisciplinary way.
Boğaziçi University's Center for Climate Change and Policy Studies aims to provide insights into climate change impacts and risks in the geography of Türkiye and its neighbouring countries, and to contribute to policy processes by developing solution proposals. To this end, the centre researches Central Asia, Middle East, North Africa and Australia within the framework of the World Climate Research Programme’s CORDEX. It produces high-resolution regional climate model outputs to assess the effects of climate change, evaluating their impacts on socio-economic factors. The centre engages in collaborative projects for climate change and policies, encourages interdisciplinary research activities on national and international platforms, establishes partnerships, and works towards creating a sustainable knowledge platform on climate change.
Boğaziçi University Institute of Environmental Sciences offers graduate studies in environmental sciences and environmental technology. In addition, it provides courses related to environmental sciences in different undergraduate programmes. Middle East Technical University offers master's programmes in Sustainable Environment and Energy Systems and Earth System Sciences. The Middle East Technical University Department of Earth System Sciences has established the Climate Change Certificate Programme to strengthen the capacity of personnel from public institutions, the private sector, universities, research institutions and NGOs to adapt to climate change and its impacts.
The Climate Change Adaptation Strategy and Action Plan (2012) emphasizes the importance of scientific and technological studies on climate change adaptation. For this purpose, it sets targets for developing research and development capacity. It is planned to increase the number of certificate programmes on climate change adaptation in universities, add relevant courses to the undergraduate and graduate levels curriculum and encourage more research/graduate programmes.
The Scientific and Technological Research Council of Türkiye (TÜBİTAK) operates under the Ministry of Industry and Technology, which aims to support academic and industrial research and development activities and innovations. It determines the country's science and technology policies and carries out activities to increase awareness of these policies across all sectors of society. In addition, it supports the academic activities of scientists through scholarships and awards, and funds selected projects at universities and public institutions. Supporting efficient and renewable energy and environmental technologies through research and development (R&D) is one of TÜBİTAK's key priorities.
The Eighth National Communication and Fifth Biennial Report of Türkiye (2023) notes the master's and doctoral programmes that include courses that are aimed at increasing awareness about adaptation and mitigation processes for climate change, identifying accumulated knowledge and experience, and meeting the country's need for academics and trained professionals. In addition, the Eighth National Communication and Fifth Biennial Report of Türkiye mentions various university collaborations in public-awareness projects.
iv. Climate change in training and adult learning
Different institutions provide services in the field of training and adult learning. The Directorate General for Life Long Learning, which is affiliated with the Ministry of National Education, provides adult education through public education centres, adult-education institutes, and open education schools.
Turkey's Education Vision 2023 (2018) states that non-formal education services will be strengthened with awareness and skills development appropriate to the 21st century, in ‘multi-literacies’, including ecological literacy. However, the Ministry of National Education Strategic Plan 2019-2023 does not emphasize environmental or climate change targets in adult education.
The Performance Programme of the Lifelong Learning General Directorate for 2022 emphasizes that the contents must reflect changing conditions, so awareness and skill training programmes will be organized around literacies that include ecological literacy, among other 21st-century skills. The online platform e-Yaygın is the hub for a number of processes. These include seminars, activities and courses conducted by non-formal education institutions that are affiliated with the General Directorate and which offer courses in the field of environmental protection, such as recycling and zero waste and combating global climate change.
The Climate Change Action Plan (2022) states that in order to raise awareness on climate change adaptation and strengthen adaptation capacity, non-formal education courses provided by the Directorate General for Life Long Learning will involve climate science, greenhouse gases, the environment, climate change, nature and ecology. The Climate Council Commission Recommendations also propose disseminating practical studies to increase awareness of climate change in non-formal education.
Turkey's National Climate Change Adaptation Strategy and Action Plan (2012) highlights the need to strengthen the capacity of the personnel working in ministries dealing with climate change. It aims to include the evaluation of the effects of climate change in Türkiye within in-service training of all existing ministries.
ISMEK Enstitü Istanbul is a non-formal education institution operating within the Istanbul Metropolitan Municipality whose objective is to build professional and personal development skills. Istanbul Metropolitan Municipality Climate Change Action Plan (2018) states that the workforce is prepared for the green economic transformation through appropriate training in ICT, food technology and machine technology. ISMEK Enstitü Istanbul continues training and awareness activities aimed at improving environmental awareness. The institution's website covers training areas such as sustainability literacy, ecological consciousness, and efficient resource utilization.
The Yerli Yeşil Yeni (Local Green New) Platform is supported by a number of public and private institutions and organizations, universities and civil initiatives. It carries out studies to improve the quality of vocational and technical education to redesign domestic production that is based on green principles. The platform shares examples of relevant social awareness activities in vocational and technical education, organizes climate awareness and entrepreneurship workshops, and gives a voice to young people expressing their needs for a green future.
A financial assistance programme provided by the EU to candidate countries under the Instrument for Pre-Accession Assistance (IPA) has been implemented. Called the Technical Assistance for Enhancing Coordination and Promotion of the COSME Programme (COSME Turkey), the project was initiated in 2019, developed by the Small and Medium Enterprises Development Organization of Türkiye (KOSGEB), and is affiliated to the Ministry of Industry and Technology. The project's goal is to enhance the competitiveness of small and medium-sized enterprises in Türkiye. Training, workshops and mentoring services are provided to businesses with this goal. As part of the project, in-service training on the European Green Deal was offered to KOSGEB personnel. As part of the training, employees were informed about the Paris Agreement and the Green Deal, in line with the 2030 Sustainable Development Agenda.
i. Climate change and public awareness
Considerable general public opinion research at the national level on perceptions of climate change has been conducted by Climate News, a news website focused on climate change developments and the KONDA Research and Consultancy, a Türkiye-based research and consultancy company. According to the Climate Change Perception and Energy Preferences Survey in Turkey (2018), eight out of ten people accept that climate change is happening and three out of four people express concern about climate change. This suggests a significant level of public awareness. Similar results were obtained when the same survey was repeated the following year (2019).
Turkey's National Climate Change Adaptation Strategy and Action Plan (2012) addresses ‘Education, Awareness Raising and Capacity Building’ as a horizontal issue in the adaptation strategy. Under this heading, the goal is ‘to include activities such as education, awareness-raising, information dissemination and increasing public awareness to enhance the capacity to combat and adapt to climate change’ (p. 58). The other aim is to enhance the capacities of relevant ministries and local organizations through basic in-service training, which focuses on adapting to the impacts of climate change and addressing the situation in Türkiye.
The Climate Council Commission Recommendations suggest that awareness-raising activities, educational programmes and capacity-building studies on climate change and its varying local effects be conducted by local authorities. According to the Climate Change Communication Strategy (2020) evaluation, most news related to climate change in the Turkish media is from external sources. This situation makes it difficult for the issue to be appreciated through a local lens.
The Enhancing Required Joint Efforts on Climate Action Project (2017-2020), of which the Ministry of Environment, Urbanization and Climate Change is a beneficiary, has provided technical assistance for capacity-building and an education programme on climate change. It has facilitated effective communication and awareness-raising activities with climate-issue stakeholders such as local governments, universities and NGOs. The project consists of three components: education, communication and grants. Training materials and modules in the education component were developed on the basis of the needs analysis. The communication component aimed to increase awareness withing the target audience by designing communication activities appropriate to the different target groups’ awareness levels, information needs and media usage behaviours. The grant component implemented and monitored the Capacity Building Grant Programme.
The efforts of the Ministry of National Education in relation to climate change include conducting cultural activities in collaboration with stakeholders. Planned awareness-raising events include ‘Environmental and Climate Change Week’ ‘World Water Day’ and ‘Disaster Training Day.’
Another Ministry of National Education project, the Family School Project, was launched in March 2022 to support families through various educational programmes. Training sessions were provided to teachers in different cities as part of the project. The trained teachers then delivered Family School workshops. The training curriculum also includes the topic of environmental awareness and climate change. As of April 2023, these trainings had reached 1,672,000 individuals.
In addition, 37 local climate change activities have been carried out with the grant programme. As part of these projects, training sessions were conducted for municipal staff and local decision-makers in Denizli to inform and raise their awareness through the Power the Revolution for Climate Action project. An action plan for awareness-raising efforts was prepared. A renewed vision and mission focusing on sustainability and climate change content was also developed. This fell within the scope of the Community Capacity Building in Higher Education Against Climate Change: Managing Perceptions, Raising Awareness and Strengthening the Resilience project, which was implemented by Dokuz Eylül University. A sustainability office was set up and staff were appointed. By the end of the project, 5,000 students, 400 academics, 400 officers and 100 stakeholders had benefited from the conferences, seminars and workshops.
The Zero Waste Project was initiated in 2017 under the leadership of the Ministry of Environment, Urbanization and Climate Change to raise awareness about environmental issues and effective waste management, in line with sustainable development principles. The project aims to gradually implement the Zero Waste Management Action Plan prepared by the Ministry of Environment, Urbanization and Climate Change in public institutions, transport terminals (such as airports, bus stations, train stations), educational institutions (such as universities and schools), shopping malls, hospitals, recreational facilities (such as hotels and restaurants) and large workplaces by 2023. Activities being planned within the action plan include practical training and information sessions targeting the key stakeholders responsible for operating the zero waste system. The ministry shared specific guides for different types of institutions on its project-focused website.
A key component of the Enhancing Adaptation Action in Türkiye is to build capacity through training and networking. This project was initiated in 2019 in collaboration with the Ministry of Environment, Urbanization and Climate Change and the UNDP Türkiye Country Office. Training that aims to establish efficient collaboration among stakeholder is organized for stakeholders in the public and private sectors, academia, and civil society.
Horizon 2020 is the European Union's research and innovation funding programme for 2014-2020. Phase II of Turkey in Horizon 2020 Project aims to enhance Turkey’s science, technology and innovation capacity and facilitate its integration into the European Research Area by strengthening its participation in Horizon 2020. As part of the project, a briefing seminar on the Adaptation Mission to Change was organized by the Scientific and Technological Research Council of Turkey (TÜBİTAK) through the National Coordination Office for EU Framework Programs. The seminar aimed to provide information on how potential beneficiaries will be supported within the scope of the EU Mission: Adaption to Climate Change.
ii. Climate change and public access to information
The Climate Change Communication Strategy (2020) emphasizes the need for sound data and information for communication in climate change. The strategy emphasizes the need to augment the standard and ongoing measurements of perception and awareness. This will be done through public opinion surveys or questionnaires covering the economic, ecological, sociological and psychological aspects of climate change.
The Climate Change Communication Strategy (2020) highlights the importance of utilizing customized communication tools and mechanisms for diverse target groups in addressing climate change. The strategy identifies increasing citizens’ interest in climate change and correcting misinformation and biases as critical action areas.
Turkey's National Climate Change Adaptation Strategy and Action Plan (2012) emphasizes the development and implementation of information, and monitoring and evaluation systems and tools that support decision-making processes. In the same document, the target related to awareness activities includes access to information. In line with this, there is an emphasis on the need to establish an information management system for systematically collecting, storing and distributing climate change-related data. To ensure that this happens building the capacities of the relevant institutions has been highlighted as a priority. Specific indicators on the impacts of climate change in the Official Statistical Programme, prepared by the Turkish Statistical Institute, will be developed.
The Ministry of Environment, Urbanization and Climate Change utilizes various social media platforms to enhance public access to information. The ministry maintains accounts on Instagram, Facebook, Twitter, YouTube and LinkedIn where it regularly posts national and international updates covering climate change, awareness campaigns, regulations, publications and environmental activities. The Directorate of Climate Change also has its own accounts on Instagram, Facebook, Twitter, YouTube and LinkedIn. The General Directorate of Environmental Management, affiliated with the ministry, has also prepared a page that publishes frequently asked questions about climate change.
A website has been created as part of the Zero Waste Project and initiated by the Ministry of Environment, Urbanization and Climate Change. Shares updates on the project, the website includes a library section contains informative content and good practice examples on zero waste. The Zero Waste TV section features video content and interviews. The national public broadcaster, Turkish Radio and Television Corporation, is also a participant in the project.
Professional bodies, universities and CSOs are creating sources of information on climate change. For example, the Chamber of Environmental Engineers organizes seminars, workshops, conferences and meetings on climate change. Boğaziçi University's Center for Climate Change and Policy Studies conducts activities to organize training in the public and private sectors and establish a sustainable knowledge platform on climate change.
iii. Climate change and public participation
Turkey's National Climate Change Adaptation Strategy and Action Plan (2012) presents the goal of participation together with awareness programmes, but it does not share any concrete indicators.
The principle is to continue the training activities that will increase public awareness and participation with regard to the disaster and risk impacts that may arise due to climate change and carry out awareness-raising activities aimed at every segment of society. Within this framework, it will be ensured that public institutions on national and local levels collaborate with relevant NGOs.
Turkey's National Climate Change Adaptation Strategy and Action Plan, 2012, Objective 2.3
In February 2022, the Climate Council took place, involving 1,500 stakeholders from the public and private sectors, research institutions, NGOs and youth organizations. The council published the Climate Council Commission Recommendations, based on the commission’s outputs and organized under six headings. According to the Nationally Determined Contribution (2023), half of the participants in the climate council were women, reflecting gender equity.
The Climate Council Commission Recommendations emphasize the importance of fair and effective participation opportunities that include all segments of society in decision-making and implementation processes. It encourages the involvement of vulnerable groups, particularly women and youth. To ensure the participation of all stakeholders in each province the establishment of climate coordination boards in each province, with defined responsibilities and authorities, is recommended.
The Eighth National Communication and Fifth Biennial Report of Türkiye (2023) provides information about including public participation in the preparation process of the document. Accordingly, after the expert team appointed by the Directorate of Climate Change created the draft, focus groups and bilateral meetings were conducted to involve different stakeholders. Online meetings were also organized for those who could not attend face-to-face meetings. Draft versions over three stages were shared with stakeholders followed by written feedback from them. The National Communication does not provide information about which stakeholders were consulted or involved in the process.
The Climate Envoys project, initiated by the Ministry of Environment, Urbanization and Climate Change, aims to strengthen youth participation in climate change mitigation and adaptation efforts. The main mission of the climate envoys, selected by universities in Türkiye, is to lead their represented universities in attaining green and climate-friendly campuses. To this end, climate-change-themed clubs are being established at universities. Climate envoys’ activities include environmental clean-ups, awareness campaigns, workplace visits and panel discussions at the universities. The climate envoys compiled the views and suggestions on identifying issues and potential solutions around climate change into a declaration, which they shared with the public at the Climate Council.
However, the Climate Change Action Plan (2022) by the Ministry of National Education does not include any policies suitable for the meaningful participation of children. In addition, participation is limited to attending events.
Local governments are expected to actively apply consultation processes in the action plans they prepare. Istanbul Metropolitan Municipality underlines stakeholder participation in the monitoring-evaluation phase of the Istanbul Metropolitan Municipality Climate Change Action Plan. Kadıköy Municipality reported holding meetings for both stakeholders and residents of Kadıköy, one of Istanbul's districts, for the Kadıköy Municipality Climate Adaptation Action Plan that it prepared.
i. Country monitoring
One of the tasks of the Presidency of Strategy and Budget is to monitor and evaluate, and, if necessary, make changes or suggestions following the established goals, principles and objectives of the plans and programmes. The presidency is responsible for monitoring the implementation of policy documents in the report. However, the Annual Economic Report 2022, Budget Data and Investment Indicators shared by the institution did not contain any information about climate change communication and education.
The Voluntary National Review (2019) prepared by the Presidency of Strategy and Budget provides information on developing each SDG. (However, the published document does not share information on indicators related to SDG 4.7.1 and SDG 13.3.1, related to climate change communication and education.
The Climate Change Coordinating Committee is responsible for coordinating public and private sector organizations in determining plans, policies, strategies and actions related to climate change, and monitoring and evaluating them. According to the Climate Change Strategy 2010-2023, the Climate Change Coordinating Committee will prioritize project proposals developed by public institutions and organizations for emissions reduction, adaptation, education, capacity-building and institutional infrastructure. In line with the strategy, a strategy monitoring and guidance committee will be established under the Climate Change Coordinating Committee to monitor and evaluate the implementation of the action plan. The committee, whose secretariat services will be provided by the Ministry of Environment, Urbanization and Climate Change, will inform Climate Change Coordinating Committee members about the implementation of the strategy in quarterly reports.
The Climate Change Action Plan 2011-2023 includes among its targets, ‘developing and putting in place information, monitoring and evaluation systems that support decision-making processes’(p.17) under the heading ‘Cross-Cutting Issues In The Context Of Adaptation To Climate Change’. However, no stage for monitoring and evaluation is included in the Climate Change Action Plan 2011-2023, which sets out the ministry's goals and plans to combat climate change.
Türkiye is updating the climate change adaptation strategy and action plan within the scope of the Enhancing Adaptation Action in Türkiye Project. The strategy and action plan's monitoring, evaluation, reporting and communication system will be established through the Climate Portal. The monitoring system for the local climate change action plans, which are planned to be prepared within the project's scope, will also be available on this platform.
The Environmental Education and Climate Change, which started in 2022-23 academic year, lists the achievements of each unit in its curriculum.
Türkiye participated in the PISA Competence Study in 2018. According to the study, the percentage of students in Türkiye who are informed about climate change and global warming is close to the OECD average: 78.8% of students state that they are informed about the climate crisis and global warming. However, the percentage of students who indicate that they can independently explain how carbon dioxide emissions affect global climate change is 58.9%.
In April 2023, Türkiye submitted its Updated Nationally Determined Contribution to the United Nations Framework Convention on Climate Change (UFCCC) Secretariat. In the updated statement, Türkiye sets its reduction targets for greenhouse gas emissions for the year 2030 at 41%. Under the Paris Climate Agreement in 2015, this was initially presented as a 21% reduction.
ii. MECCE Project Monitoring
The Monitoring and Evaluating Climate Communication and Education (MECCE) Project examined the Ministry of National Education Strategic Plan 2019-2023 (education sector plan; 2019–2023) for references to ‘climate change’, ‘environment’, ‘sustainability’ and ‘biodiversity.’
No ‘climate change’ terminology is mentioned in the Ministry of National Education Strategic Plan 2019-2023. While ‘environment’ is mentioned seven times, ‘sustainability’ is mentioned once and there is no mention of ‘biodiversity.’
The National Education Quality Framework and the Turkish Qualifications Framework documents guide the preparation of curricula for all courses within the scope of formal education. These documents were scanned for references to ‘climate change,’ ‘environment’ ‘sustainability,’ and ‘biodiversity.’
The term ‘climate change’ is not mentioned in either document. The term ‘environment’ is mentioned twelve times in the National Education Quality Framework and four times in the Turkish Qualifications Framework. The term ‘sustainability’ is used once in both documents. Neither document mentions ‘biodiversity.’
This section will be updated as the MECCE Project develops.
