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At the time of writing, COP29 concluded almost three months ago. For one of these months, the mountains above Los Angeles suffered devastating wildfires. For Californians, the tragedy is among the worst starts to the year imaginable. In a world filled with political rhetoric, the ever-rising stakes now harden even the softest clichés about nature and our place in the world. With intensifying climate challenges, education can be a powerful tool, and students are increasingly seen as stakeholders in COP’s progress. However, the conference’s potential will only fully be realised if matched by investment and actionable commitments.

The impact of climate finance on global education

For students in many countries, climate finance isn’t just an abstract policy term—it dictates whether educational institutions are rebuilt after disaster, whether students can afford access to learning, and whether curricula remain up to date—or exist at all. Without a just transition through structured programmes to upskill and access new opportunities, entire generations could be excluded from future economic prosperity. Ahead of COP29, groups including the Global Student Forum (GSF) [1] called for commitments including pledging $1 trillion per year in grants to address the infrastructural impacts of climate change, ensuring climate literacy through updated curricula, and creating opportunities for green jobs.

Key outcomes and ongoing challenges at COP29

COP29 marked a pivotal moment in global climate negotiations, not only for its breakthroughs but also for the compromises that shaped its outcomes [2]. While progress was made, the agreements reached often fell short of the ambition needed to meet the scale of the climate crisis:

• The international stalemate was finally broken through the New Collective Quantified Goal on Climate Finance, but with a compromise that reduced the target to $300 billion annually by 2035.
• No binding commitments on fossil fuel subsidies or phase-outs emerged from the meeting, and the absence of a binding agreement on just transition support raises concerns about delayed and unequal development of green economies, and the potential for generations to be left behind.
• While the need to invest in resilient educational infrastructure, materials, and curricula was acknowledged, the 'technical COP' focus diverted attention from social issues. The final agreement lacked clear commitments on these themes, risking the denial of essential tools and knowledge necessary to support climate goals.

Despite the frustration, there was a glimmer of hope. UNESCO, in association with the conference presidency and over 15 international and financial organisations, launched the Baku Initiative on Human Development for Climate Resilience [3]. This framework integrates social themes into climate action, recognising that education must equip individuals with the knowledge, skills, and values to devise sustainable solutions. The Baku Guiding Principles [4] lay out 12 actionable steps for incorporating education into climate resilience strategies. These principles emphasise the importance of cross-sector collaboration, ensuring that climate education becomes an integral part of sustainable development policies worldwide.

With COP30 set to take place in Brazil—a country deeply connected to climate justice and environmental protection—there is still an opportunity for world leaders to rise to meet the urgency of the moment. The space exists to lay out a global blueprint for equitable, sustainable development and fulfilment for young and old into the 21st century, but only if growing momentum can translate into greater action.

Brian studies MSc Marketing in Switzerland.

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