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The message for Earth Day this year, under the theme “Our Power, Our Planet,” is both urgent and hopeful. In 2026, the future of our planet will be shaped not only by global commitments and policies, but by the everyday actions of people and communities. Nowhere is this more evident than in the engagement of young people.
Across the globe, children and youth are growing up under constant threat from the consequences of climate change. Once believed to be distant projections, rising temperatures, water scarcity, floods and displacement, have all become lived realities for thousands of youths and children. And yet, despite having the most at stake, young people remain among the least equipped to respond to these challenges. This is not because they lack the will to act, but simply because they often lack the opportunity to learn, and the resources to support them in engaging in meaningful climate action.
We have seen firsthand how education and climate skill development can convert concern into action. Over the years, our work across communities in Asia, Africa and beyond has shown that when young people are given the knowledge, tools, and platforms to engage with climate issues, they develop the instinct to lead in these matters, instead of just standing on the sidelines. As part of our climate education and action project in Kenya, for instance, refugee and host community youth are restoring degraded environments by planting trees, managing waste, and adopting clean energy solutions within their schools and communities in refugee camps and surrounding environments.
Yet, critical gaps in providing youth with opportunities to address the adverse effects of climate change still remain. Globally, studies suggest that less than half of national education systems meaningfully integrate climate change into curricula, leaving millions of students without practical knowledge and skills to respond. Insights from our programmes in Tanzania, Vietnam, Uzbekistan, and Colombia also show that rural and marginalized youth are often the most excluded from such learning opportunities.
In many parts of the world, climate education is still not a core part of the curriculum. Where it does exist, it is often limited to theory, disconnected from the everyday realities and practicalities that young people face. This disconnect leaves millions of students aware of the problem, but unsure of how to be part of the solution.
The consequences are visible not only in missed opportunities for action, but also in growing anxiety. Studies have shown that a significant number of children and young people feel overwhelmed and fearful about the future of the planet. In our engagement with youth across countries such as Pakistan, Tanzania, Kenya, Jordan, Egypt, and Lebanon many express concerns about the impact of climate change on livelihoods, water availability, and as such the potential threat of displacement. At the same time, they also express strong desire to be part of solutions if given the means.
This is where education must evolve. Climate education cannot be confined to textbooks anymore. It must be practical, participatory, and rooted in local contexts. It must equip young people not only with knowledge, but with practical skills — how to conserve resources, how to adapt to environmental changes, and how to advocate for sustainable practices in their communities.
We have worked with over 3.3 million children and youth across 19 countries to advance what we call “Education for Climate Action.” This approach goes beyond awareness, and focuses on building agency. In our projects in Jordan and Lebanon, youth are generating green impact through developing the knowledge, skills, and responsibility to lead on meaningful climate action in their communities. While in Egypt, youth are further building on their climate action experiences through contributing to their local green economies both through job placement and entrepreneurial ventures.
In Uzbekistan, climate education is being integrated into secondary education alongside practical training, enabling young people to link scientific knowledge with local climate action. In Colombia, efforts to embed climate learning into national curricula are helping students and out-of-school youth alike take on climate challenges within their communities.
Such impact goes beyond tokenism. They are tangible contributions that improve lives and strengthen community resilience. And it is such efforts that reflect the very spirit of this year’s Earth Day theme. “Our Power, Our Planet” is a reminder that meaningful change begins at the local level, and is built through small, consistent actions. It is about communities coming together to protect their environment, schools becoming hubs of sustainability, and young people being empowered to take ownership of the future they will inherit. But for this vision to become a reality, investment in education must be a priority.
Governments, institutions, and development partners must work together to integrate practical and action driven climate education into national systems, particularly in vulnerable and underserved regions. This includes training teachers, developing relevant learning materials for young people, and creating opportunities for experiential learning for communities. It also means listening to populations.
Young people are not passive recipients of change. They are active agents who when given the chance bring creativity, urgency, and a deep sense of responsibility to the climate movement. As we look ahead, the question is not whether young people will shape the future of our planet, it is whether we will equip them to do so effectively.
The power to protect our planet lies within every young mind, and this Earth Day, to unlock that power we must start in our classrooms, in our communities, and in the hands of the next generation.
Disclaimer: The opinions and views expressed in this article/column are those of the author(s) and do not necessarily reflect the views or positions of South Asian Herald.
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