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Canada’s National Framework for Environmental Learning

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Introduction

Environmental education is a powerful but underused tool to address the global crises of climate change, biodiversity loss and pollution. This will help build a cleaner, and more sustainable economy for generations to come. It equips Canadians—children, youth and their educators in particular—with the knowledge, skills and agency they need to take meaningful action, navigate misinformation and disinformation, and be part of resilient communities. It is essential to supporting green jobs in Canada and transitioning to a resilient and sustainable society. It is also key to mitigating the adverse impacts of a changing climate on children's health, well-being and academic performance.

Environmental education is also an important part of Canada's international and domestic commitments. Around the world, governments and organizations are accelerating efforts to mainstream environmental education. It is paramount that Canada do the same to remain a competitive and respected global leader.

The National Framework for Environmental LearningFootnote 1 seeks to bridge gaps and better integrate environmental learning across Canada. It provides guiding principles, key focus areas and examples to inspire action. The Framework is for educators, policy makers and other leaders in the formal and non-formal education sectors to help them create or build on existing learning materials, programs and initiatives. It also supports the development of goals, assessment criteria and reporting. The Framework is high-level by design, to respect provincial and territorial jurisdictions and recognize the need to adapt it to local contexts.

The Framework is the result of a collaboration between Environment and Climate Change Canada (ECCC) and its partners and stakeholders, including the following:

It was developed in response to a call from Canadians for a holistic and empowering National Framework for Environmental Learning. Please see the What We Heard report for more information.

The Framework is a significant milestone in a collaborative and evolving process toward advancing environmental learning across Canada. As a critical next step, ECCC is working closely with partners and stakeholders to develop an implementation strategy. This will include more specific targets and measures for success. The Framework is an evergreen document that will be reviewed at regular intervals and adjusted to reflect emerging best practices and findings.

The National Framework for Environmental Learning is possible thanks to many organizations and individuals working together to elevate environmental education. We are grateful for your dedication and valuable contributions.

Guiding principles

The following principles helped shape the development of the Framework. They are meant to help guide future iterations and related engagements and implementation.

Grow collaboratively

The Framework includes a flexible but transformative set of guidelines to encourage decision makers to collaborate in ways that are relevant to their respective communities. It aligns with promising international and domestic policy frameworks for environmental learning and high-priority commitments related to environmental education. It also builds on existing efforts and best practices and policies to improve access to high-quality environmental learning that is relevant to local needs.

The Framework is designed to bring diverse sectors and communities together. Ongoing community engagement will inform its evolution and implementation. Harmonizing the efforts of multiple sectors across Canada will help create a more resilient population, national economy and environment. It will also help address the crisis of misinformation and disinformation by increasing all Canadians' levels of environmental literacy.

Deepen Indigenous leadership

Indigenous peoples have profound relationships with nature, and have successfully stewarded this land since time immemorial. They are on the front lines of the fight against biodiversity loss and climate change, the impacts of which they feel early and disproportionately. This makes Indigenous peoples uniquely positioned to be leaders in environmental learning.

The Framework embraces Indigenous leadership and perspectives in the development, implementation and evaluation of environmental learning policies. It considers Canada's commitments to the Truth and Reconciliation Commission of Canada's Calls to Action and those under the United Nations Declaration on the Rights of Indigenous Peoples Act.

The Framework recognizes the importance of Indigenous knowledge and sovereignty. At the core of the Framework is the weaving together of traditional Indigenous and Western ways of knowing. This concept has been popularized as the Two-Eyed Seeing approach (Etuaptmumk), although this is but one example in a rich diversity of Indigenous perspectives. The Two-Eyed Seeing concept was developed by Mi'kmaq Elders Albert and Murdena Marshall, with Dr. Cheryl Bartlett (For Our Future: Indigenous Resilience Report). The approach further reinforces the need to:

Adopt a holistic approach

Addressing environmental issues requires a holistic approach that considers ecological, social and economic factors. The Framework is interdisciplinary and multisectoral, and it considers various aspects of the education system.

Environmental learning must move beyond traditional science-related fields to include competencies across all subject areas. It should also engage whole communities, including the following:

Environmental learning should also go beyond the classroom and address environmental issues through facilities, operations and governance in formal and non-formal learning spaces.

A holistic approach to environmental learning makes it more relevant in terms of addressing complex environmental challenges in the real world. It better equips students and their educators with the knowledge, agency and hope needed to navigate these challenges. It also allows Canadians to embrace opportunities in their communities and celebrate the rich diversity of our country.

The following are a few International and regional examples of using a holistic approach to environmental learning:

Track progress

A lot of great environmental learning efforts are already happening across Canada. The Framework recognizes the need to better acknowledge, harmonize and report on these efforts.

That is why it is essential to (re)define success metrics in environmental learning. This will help prioritize economic growth targets, as well as social, cultural and environmental justice.

It is also important to:

Environmental education compass

Long description

Vision: Indigenous and western knowledge

This collaborative approach radiates outward, influencing how all other aspects of the Framework should be envisioned and actioned.

Focus areas for environmental education:

  • strengthening green skills
  • growing green communities
  • developing data and research
  • flourishing learning spaces
  • expanding educator capacity

Challenges:

  • climate change
  • pollution
  • biodiversity loss

Societal outcomes:

  • strong economy
  • resilient humans
  • planetary wellness

Vision

Central to the Framework's vision for environmental learning is the braiding together of Indigenous and Western perspectives. This collaborative approach radiates outward, influencing how all other aspects of the Framework should be envisioned and actioned.

Focus areas

The Framework includes five key action areas to increase quality environmental learning in Canada. 

Challenges

Environmental learning fosters an understanding of the specific knowledge, tools, skills and agency needed to navigate the three biggest threats to our planet and ourselves:

Societal outcomes

Prioritizing environmental learning in Canada will help drive a strong economy, planetary wellness and resilient humans.

Five focus areas for environmental education

The Framework is an opt-in framework that recognizes the value of the following focus areas.

Expanding educator capacity

Creating flourishing learning spaces

Developing data and research

Growing green communities

Strengthening green skills

Case studies by focus area

Here are a few examples of projects that reflect the Framework's focus areas in action.

Expanding educator capacity

Accelerating Climate Change Education in Teacher Education – Lakehead University

This project develops and strengthens climate change education in teacher education across Canada. It provides professional learning opportunities to pre-service and in-service kindergarten to Grade 12 teachers and higher education faculty members. Key elements of the project include:

Helping learning spaces to flourish

National Education Nature Park – UK's Department for Education

The National Education Nature Park program was developed by the UK's Department for Education and the Natural History Museum. It aims to:

By imagining the education estate as one big nature park, children and young people see how small actions can have a big impact on nature recovery. Participants also collaborate with scientists on pioneering research with data collected through the program. This provides vital information on the best ways to tackle the twin crises of climate change and biodiversity loss.

Learning by Nature project – BC Parks Foundation

This project is a unique provincial-federal-private partnership for nature learning. Students in British Columbia learn about climate change and biodiversity loss and take positive steps to mitigate them in BC's provincial parks, school grounds and classrooms.

Developing data and research

From Awareness to Action: Canadians on Climate Change and Education (2025) – Learning for a Sustainable Future

This third national survey from Learning for a Sustainable Future tracks how Canadians' views on climate change and education have evolved since 2019 and 2022. The 2025 report highlights shifting public attitudes, current classroom practices and growing calls for deeper climate learning across Canada.

Powering Youth Environmental Literacy Through Networked Learning – Cape Breton University

Youth and teachers can provide their views of the impact and accessibility of environmental literacy. This project is open to schools in all provinces and territories in Canada, including

Growing green communities

Les cours oasis – City of Paris, France

This project transforms school grounds into green, multi-functional spaces designed to mitigate the effects of climate change and enhance the well-being of the surrounding community. These grounds:

Avatimik kamattiarniq (environmental stewardship) – Aqqiumavvik Society

This project will develop and pilot a culturally relevant, age-appropriate environmental literacy program to enhance avatimik kamattiarniq (the concept of environmental stewardship) for youth in Arviat, Nunavut.

Strengthening green skills

Treaty #3 Climate Education Program – Grand Council Treaty #3

This project will deliver place-specific knowledge and develop climate change skills for children and youth in Treaty 3 territory. It will help them to become climate leaders in their communities and participate in the emerging green economy. The program combines Western climate science and Anishinaabe traditional knowledge that is specific to Treaty #3. Learners of all ages will improve their understanding of the following:

Next steps

Implementation plan

ECCC is working with partners and stakeholders to develop an implementation plan. The plan will outline specific targets and assessment criteria to measure success. This will support updates to the Framework as needed. It will also allow Canada to better report on its progress on various domestic and international commitments, including but not limited to the following:

Forum for Environmental Education Leadership

The first Forum for Environmental Education Leadership took place in March 2025. It was co-convened by ECCC, the Canadian Commission for UNESCO and the Canadian Network for Environmental Education and Communication to workshop a draft of this Framework. The 2026 Forum will build on efforts that are already underway by partners and stakeholders to workshop targets and progress measuring tools, as well as reporting mechanisms. This will help finalize the implementation plan.

Cyclical review and reporting

ECCC will also coordinate with partners to regularly update the Framework. The updates will be based on a review of reporting from the implementation plan, along with emerging research and best practices. ECCC will also be responsible for sharing Canada's progress on environmental learning based on the reporting requirements in various commitments.

Acknowledgements

ECCC would like to thank the many Canadians who participated in our national consultation and engagement on environmental education over the last four years. The input we received from organizations and stakeholders across Canada, and insights about the efforts being made by partners around the world, have been instrumental in developing this Framework.

With the current economic challenges and opportunities facing our country, Canada is well positioned to show leadership in environmental education over the next few years. We look forward to continuing to work together to implement this Framework.

Annex 1: Canada's Commitments to Climate and Environmental Education

Domestic commitments

2022 to 2026 Federal Sustainable Development Strategy (FSDS)

Canada's 2030 Nature Strategy: Halting and Reversing Biodiversity Loss in Canada

Canada's National Adaptation Strategy

Truth and Reconciliation Commission's Calls to Action

United Nations Declaration on the Rights of Indigenous Peoples Act and Action Plan (2023–2028)

Act respecting the development of a national strategy to assess, prevent and address environmental racism and to advance environmental justice (Bill C-226)

The Right to a Healthy Environment under the Canadian Environmental Protection Act, 1999

Environment and Climate Change Canada Science Strategy (2024 to 2029)

Environment and Climate Change Canada's Open Science Action Plan: 2021–2026

Climate Science 2050 and the National Priorities for Climate Change Science and Knowledge Report

Environment and Climate Change Canada's misinformation and disinformation strategy (in development)

2030 Emissions Reduction Plan

Canada's Ocean Literacy Strategy (led by the Ocean Literacy Coalition)

Sustainable Jobs Plan and the Canadian Sustainable Jobs Act

International commitments

United Nations Sustainable Development Goals

Kunming-Montreal Global Biodiversity Framework

United Nations Convention on the Rights of the Child

Action for Climate Empowerment

Paris Agreement

UNESCO's Berlin Declaration on Education for Sustainable Development

The Baku Initiative on Human Development for Climate Resilience (endorsed by Canada at UNFCCC Conference of the Parties (COP) 29)

Organisation for Economic Co-operation and Development's Programme for International Student Assessment (PISA)

Annex 2: Economic, health and other societal implications relevant to environmental education

Economic prosperity, transition to the green economy and green jobs/skills

A recent report by the World Bank noted that “global green transitions would require skilled workers for an estimated 100 million new jobs, up-skilled workers for most existing jobs, and re-skilled workers for another 78 million jobs which will disappear. However, these skills are missing.”

In Canada, labour and skills shortages will create challenges for Canada's green economy and limit growth potential (Eco Canada, 2024; Smart Prosperity Institute, 2023; RBC, 2022). A 2022 RBC analysis also notes that Canada needs a nimble workforce “to keep pace with the rapid technological and operational changes driving the climate transition.”

For example, Clean Energy Canada expects jobs in Canada's clean energy sector to grow by 3.4% each year over the next decade. That is nearly four times faster than the Canadian average (Sustainable Jobs Plan; Quantifying Canada's Clean Energy Economy).

Other analyses suggest that Canada's “clean economy” could create between 300,000 and 400,000 new jobs in Canada by 2030 (Smart Prosperity Institute 2023; RBC 2022). “Skills and workforce” was identified as an important economy-wide and enabling sector in Canada's pathway to reducing emissions by 2030 (2030 Emissions Reduction Plan).

Young people have also indicated that they want ambitious climate action in which youth and marginalized groups are central to the solution (2021 State of Youth Report consultations). Canadians, including youth, were consulted in 2022 to ensure that the shift to net-zero emissions will create sustainable jobs.

Many policy areas also align with the need for green skills and support for a greener economy, including the following:

Health

Environmental education includes improving access to nature. This is critical for healthy and resilient Canadians dealing with the impacts of extreme weather and rising eco-anxiety. It is so essential that it has given rise to the concept of access to nature as human right.

In Canada, many schools and childcare settings are not equipped to protect children and staff during extreme weather events. For example, extreme heat poses significant health risks that affect children's health and well-being, hindering their ability to learn. Left unaddressed, extreme heat in educational settings will worsen systemic inequities in housing, neighbourhood infrastructure and green spaces. This will contribute to an unequal burden of risk for children in communities affected by social and economic injustices.

Greening schoolyards/learning spaces is a proven adaptation strategy to partly addressing extreme heat. It is also a key focus area in the National Framework for Environmental Learning.

Mental health and the rise of eco-anxiety

Improving access to nature also addresses mental health issues, such as eco-anxiety and Nature-Deficit Disorder. The latter refers to the physical, psychological and cognitive costs of human alienation from nature. These are especially common among youth and under-represented groups (Associations between Nature Exposure and Health: A Review of the Evidence, PMC) 

A study by Lakehead University surveyed 1,000 young people (aged 16 to 25) across Canada. It found that:

Data also illustrates that climate change contributes to young people's negative perceptions about their future. For example:

The data show that young Canadians need diverse coping supports. They also believe the formal education system should be doing more to support them. 

Research further shows that youth in Canada, particularly women, experience more negative emotions about climate change than older adults. These emotions include anger and anxiety (Program of Applied Research on Climate Action in Canada, 2022).

Academic achievement and broader student success

A Stanford University analysis of 119 peer-reviewed studies published over a 20-year period measured the impacts of environmental education on K-12 students. It found that environmental education has had a number of positive impacts:

Environmental education will also become a benchmark of academic excellence. Climate literacy will be integrated into the 2029 Programme for International Student Assessment (PISA) that Canada participates in. PISA is an international test created by the Organisation for Economic Co-operation and Development (OECD) that measures 15-year-old students' abilities in reading, mathematics and science.

PISA results help countries track their students' performance over time to view trends and assess skills and knowledge. These can also inform how prepared students are for continuing studies or entering the workforce.

At the 29th Conference of the Parties (COP) to the United Nations Framework Convention on Climate Change (UNFCCC), OECD announced that climate literacy will be included in the world's leading educational benchmark from 2029. In Canada, approximately 25,000 15-year-old students in Canada were selected at random from 1,100 schools across all 10 provinces to participate in the assessment.

Misinformation and disinformation

The spread of misinformation and disinformation about climate change and environmental degradation is rampant. It can erode public trust in institutions and seriously undermine ECCC's ability to effectively transfer knowledge and motivate climate change action by individuals.

Evidence shows that misinformation causes harm. Work is needed to invest in science-based, evidence-informed communications on climate change. Stronger environmental education is critical to addressing the negative impacts of misinformation and disinformation, and avoiding exploitation by actors who seek to undermine scientific integrity.

Emergency and disaster preparedness

Data shows that the cost of weather-related disasters is rising. 2024 was the costliest year for severe weather-related losses in Canada. One in five Canadians is extremely or very concerned about weather-related emergencies or natural disasters (2022 Statistics Canada findings).

Youth are an underused demographic in terms of their human and creative capital, civic engagement and employment capabilities. Mobilizing youth further could advance our disaster agenda (More than a checkbox: engaging youth in disaster risk reduction and resilience in Canada; Youth Are Our Future Assets in Emergency and Disaster Management).

In addition, advancing energy literacy will assist with more equitable energy, transit, construction and environmental planning by and for communities, businesses and governments. A national framework for environmental learning that focuses on K–12 youth  can support better disaster preparedness within Canada.

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2025-12-17