The purpose of this paper is to investigate teachers’ perceptions, experiences, and challenges on integrating Intergenerational Learning (IGL) to Climate Change Education (CCE) across five European countries. Using a narrative, exploratory method, the study delves into the experiences and perspectives of 34 in-service primary and secondary school teachers, who participated in group semi-structured interviews. This study reveals that while Climate Change Education is recognized as crucial, it remains insufficiently integrated into formal curricula, and teachers often lack the necessary resources and training. Another theme that emerged was the need to consider cultural and educational differences in developing effective and contextually appropriate Climate Change Education programs. While Intergenerational Learning was largely unfamiliar to teachers, yet it is perceived as a valuable approach for enriching Climate Change Education with experiential and collaborative learning experiences that will bring students closer to the community and nurture responsible changemaker citizens. Additionally, key challenges that participants shared, include: time-constrained curricula, inadequate administrative support, engagement of stakeholders, design of appropriate activities. Despite these challenges, teachers expressed strong interest in these topics and highlighted the need for hands-on training and supportive educational resources to effectively incorporate Intergenerational Learning into their teaching practices. This study underscores the importance of fostering a collaborative and cross-curricular educational environment that bridges generational gaps to enhance Climate Change Education, develop students’ 21st century skills, and nurture positive attitudes towards a more sustainable future.

Keywords: Climate Change Education, Intergenerational Learning, school education, teachers’ perceptions, 21st century skills, sustainability, active citizenship.