CLIMATE CHANGE LITERACY FOR MITIGATION: A CONCEPTUAL FRAMEWORK LINKING AWARENESS, EDUCATION, AND GOVERNANCE

Climate change literacy remains a critical but underdeveloped foundation for effective mitigation, particularly in developing countries where vulnerability intersects with limited institutional capacity. This article advances a multilevel conceptual framework that extends beyond linear models to position climate change literacy across micro (individual), meso (community and institutional), and macro (societal and governance) levels, linked through dynamic reciprocal feedback processes. Drawing on global and regional evidence, it conceptualizes climate change literacy as a multidimensional construct encompassing scientific understanding, socio-political awareness, ethical engagement, and civic agency. Case examples from Africa, Southeast Asia, and Latin America illustrate how integrating Indigenous knowledge, digital media, and participatory pedagogy can enhance climate understanding and behavioural change. The framework underscores that literacy must extend beyond education to governance, financing, and accountability systems. Institutionalising climate change literacy within national climate and development strategies offers a justice-oriented pathway to strengthen mitigation, resilience, and sustainability in regions most affected by climate change.