From COP29 to COP30: Azerbaijan and OECD Turning Climate Ambition into Educational Action

In an era where climate change defines the future of societies, Azerbaijan has taken a historic step—one that is now reshaping international education policy and placing climate literacy at the heart of how the world prepares its young people for the challenges ahead.

What began as a bold national vision is now becoming a global movement: integrating climate literacy into the PISA international assessment, embedding it into national curriculums, and empowering millions of students with the knowledge and agency to act.

A turning point came between COP29 and COP30

At COP29 in Baku, global leaders witnessed a breakthrough moment as Azerbaijan and the OECD launched a joint initiative to introduce climate literacy into PISA, the world’s most influential education assessment. This collaboration set in motion a transformation that is reshaping how countries think about climate education, prompting shifts in curriculum priorities, inspiring new teacher-training models, and preparing education systems to build climate-resilient futures.

By the time COP30 was launched in Belém, Azerbaijan was able to showcase the first results of this initiative—including the newly developed PISA Climate Literacy Framework and the outcomes of pilot assessments conducted in both Azerbaijan and Brazil—marking an unprecedented step forward in global education efforts.

Why this matters for global education policy?

Introducing climate literacy into PISA carries profound implications for global education systems. PISA is a driving force behind national reforms, and once climate literacy becomes part of its assessment framework, countries will naturally align their policies to reflect this new priority. Governments will begin integrating climate knowledge, systems thinking, and agency-building approaches into their national curriculums, not only within science but across mathematics, reading, and even media and AI literacy. 

This shift will trigger deeper discussions on how to ensure students can understand climate systems, evaluate information critically, and participate meaningfully in climate action. With a new international benchmark emerging, ministries will have a clear diagnostic tool to guide their policy strategies, identify performance gaps, and advance reforms that prepare students for a sustainable future.

Beyond assessment: Resources, training, and systemic support

The initiative extends far beyond measurement alone. In parallel with the development of the assessment, Azerbaijan and the OECD have been supporting the creation of comprehensive resources to help educators integrate climate literacy into teaching. A new repository of open-source materials—ranging from lesson plans and multimedia content to task models and formative assessment tools—is being prepared through the OECD PILA platform. 

These resources will support teachers in confidently delivering climate-related content and will help schools embed climate themes across subject areas. Combined with emerging teacher-training approaches and international cooperation mechanisms, the initiative is laying the foundation for long-term, sustainable capacity building that ensures students, teachers, and schools are equipped for the demands of a changing world.

In just one year—from COP29 in Baku to COP30 in Belém—the initiative launched by Azerbaijan and the OECD has moved from an ambitious idea to a tangible global achievement. What is especially remarkable is that this progress did not remain at the level of declarations. Instead, real, measurable outcomes were delivered: a full Climate Literacy Framework was developed, pilots were conducted in two countries, resources and tools began taking shape, and—most importantly—the proposal was formally approved by participating countries at the PISA Governing Board meeting in Tashkent. 

This decision shows that climate literacy has become an integral part of PISA 2029, prompting countries around the world to begin adapting their curriculums, teacher preparation programs, and policy priorities. The speed, depth, and impact of this progress demonstrate that the initiative is not only visionary but actionable, offering a powerful example of how international cooperation can translate climate ambition into educational transformation.