.jpeg)
Climate education is usually introduced too late, when habits and perceptions are already formed, and it is rarely designed for young children.
Earth Warriors Global was created to shift this by focusing on early childhood, when curiosity is highest and lifelong values begin to take shape.
We saw that existing approaches relied on abstract concepts and fear-based narratives that do not work for young learners. In response, we built a play-based, age-appropriate model that brings climate learning into everyday experiences. Through stories, games, routines, and hands-on activities, children engage with ideas like care, waste, and nature in ways that are simple, tangible, and meaningful.
Our aim is to help children build climate awareness, resilience, and a sense of agency from the start, in ways that feel natural to how they learn and grow.
In practice, our model sits inside everyday classrooms across countries, not outside them.
We design and deliver the Earth Warriors Early Childhood Curriculum (ages 3 to 6), built on child-centred, play-based learning and aligned with early childhood development standards. It draws on current pedagogical research to introduce climate concepts in ways that are engaging and reassuring, without creating fear or anxiety.
All activities are contextual and age-appropriate, using materials found in nature or items that would otherwise go to waste. This keeps the approach practical, and rooted in children’s everyday environments.
Alongside our core curriculum, we also develop bespoke programs tailored to specific geographies, school systems, and partner needs, ensuring relevance across diverse contexts.
We work globally across South Asia and Sub-Saharan Africa with low-fee schools, community schools, and government systems. Teachers are equipped through practical training and supported through ongoing engagement, ensuring consistent implementation.
Schools receive a complete, ready-to-use curriculum package, including lesson plans, activity guides, classroom materials, and teacher support systems, making climate learning a sustained part of everyday teaching.
Earth Warriors Global has grown through partnerships with schools, governments, and institutions across countries. Our curriculum and teacher training model has reached over 100,000 students and 10,000 teachers across India, Botswana, Zambia, Kenya, Tanzania, the UK, and the USA.
We partner with low-fee and community school operators as well as governments. Our curriculum is contextualised for each country and region, and we train teachers to deliver it using structured lesson plans. Implementation is supported through ongoing engagement, including WhatsApp groups and regular interaction, ensuring consistency in classrooms. This model has allowed us to keep costs low while scaling effectively.
A key part of this growth has been embedding climate learning within public education systems. In Delhi, in partnership with the Directorate of Education, our curriculum is being integrated into the existing state curriculum and timetable across 40 government schools, reaching around 10,000 students and 250 teachers.
We scale through a mix of school-level partnerships and implementation partners across countries. Alongside this, we collaborate with multilateral and institutional partners such as Theirworld, UNESCO, the National Museum of Natural History in India, Akanksha Foundation, and the Educated Choices Program, including delivering bespoke projects where needed.
Earth Warriors Global has evolved from a curriculum-focused initiative into a systems-level approach that combines curriculum, teacher training, policy integration, and research. This shift ensures climate education is not a one-time intervention, but embedded within education systems for long-term impact.
A core part of this evolution has been continuous improvement based on monitoring and evaluation. We actively use insights from impact evaluations and ongoing classroom feedback to refine both our content and delivery.
For example, during our early implementation in Botswana, teachers highlighted gaps in practical support and challenges in delivering certain activities. In response, we developed more comprehensive teacher resources, including a detailed teacher manual and a structured support plan. We also revised lessons and activities to make them easier to implement in real classroom settings.
Similar feedback loops in Delhi government schools led us to further adapt our approach, strengthening how climate learning integrates into existing subjects and ensuring it aligns with teachers’ time constraints.
This ongoing process of learning and iteration has helped us build a model that is more practical, responsive, and effective across diverse contexts.
Schools and institutions can start by getting in touch with us to discuss their context and needs.
We then create a simple plan, adapt our curriculum and resources, and train teachers for easy implementation.
They can start small at the classroom level and scale gradually with ongoing support.
