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2025-10-31
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Copyright (c) 2025 Sue Mohd Yusoff, Foo Bee Yen, Nor Zalifah binti Abd Hamid @ Salleh, Lim Mei Yien, Siti Nurul Hazwani binti Mohamad, Yuveneswary a/p Nadarajah, Nurul Akmal Amirah binti Sarudin, Sarfraz Aslam

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How to Cite
Integrating SDG13-Climate action into Malaysian school curricula and institutional practices
Sue Mohd Yusoff
Faculty of Education and Humanities, UNITAR International University Malaysia, 47301 Petaling Jaya, Selangor, Malaysia
Foo Bee Yen
Faculty of Education and Humanities, UNITAR International University Malaysia, 47301 Petaling Jaya, Selangor, Malaysia
Nor Zalifah binti Abd Hamid @ Salleh
Faculty of Education and Humanities, UNITAR International University Malaysia, 47301 Petaling Jaya, Selangor, Malaysia
Lim Mei Yien
Faculty of Education and Humanities, UNITAR International University Malaysia, 47301 Petaling Jaya, Selangor, Malaysia
Siti Nurul Hazwani binti Mohamad
Faculty of Education and Humanities, UNITAR International University Malaysia, 47301 Petaling Jaya, Selangor, Malaysia
Yuveneswary a/p Nadarajah
Faculty of Education and Humanities, UNITAR International University Malaysia, 47301 Petaling Jaya, Selangor, Malaysia
Nurul Akmal Amirah binti Sarudin
Faculty of Education and Humanities, UNITAR International University Malaysia, 47301 Petaling Jaya, Selangor, Malaysia
Sarfraz Aslam
Faculty of Education and Humanities, UNITAR International University Malaysia, 47301 Petaling Jaya, Selangor, Malaysia
DOI: https://doi.org/10.59429/esp.v10i10.4014
Keywords: SDG-13; climate action in Malaysian schools; SDG-13 education; pro-environmental behaviour; environmental consciousness
Abstract
This research aims to examine the contextual relationships between SDG13 (Climate Action) and four other academic areas: Curriculum Development, Pedagogical Approaches, Student Engagement, and Institutional Practice Policies. It also investigates whether SDG13 awareness programs serve as practical modeling tools to encourage students to become active, eco-conscious participants and, subsequently, ecosystem advocates. Data were obtained through a scoping review process of meticulously selected articles (21) and analyzed using thematic analysis theory and social learning theory. Results showed that SDG13 awareness programmes foster environmental commitment, environmental consciousness, and create youth environmental advocates. This study also underscores the importance of climate action awareness activities, highlighting their impact on students and empowering educators, policymakers, and other relevant stakeholders to foster environmental responsibility and equitable access to knowledge and skills. The primary focus of future empirical studies evaluating the practical impacts of SDG-13 programmes on developing youths as agents of change should be the main focus.
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