sustainability Article A Conceptual Model for Developing Climate Education in Sustainability Management Education System El˙ zbieta Izabela Szczepankiewicz 1, * , Jan Fazlagi´ c 2 and Windham Loopesko 3   Citation: Szczepankiewicz, E.I.; Fazlagi´ c, J.; Loopesko, W. A Conceptual Model for Developing Climate Education in Sustainability Management Education System. Sustainability 2021, 13, 1241. https://doi.org/10.3390/su13031241 Academic Editor: Pedro Vega-Marcote Received: 30 November 2020 Accepted: 19 January 2021 Published: 25 January 2021 Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affil- iations. Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/). 1 Department of Accounting and Financial Revision, Pozna ´ n University of Economics and Business, Al. Niepodleglo´ sci 10, 61-875 Pozna ´ n, Poland 2 Department of Services and Market Research, Pozna ´ n University of Economics and Business, Al. Niepodleglo´ sci 10, 61-875 Pozna ´ n, Poland; jan.fazlagic@ue.poznan.pl 3 International Business, Denver Business School, University of Colorado, 860 Fillmore Street, Denver, CO 80206, USA; windham.loopesko@ucdenver.edu * Correspondence: elzbieta.szczepankiewicz@ue.poznan.pl Abstract: Climate change issues are multi-faceted and transcend different parts of society and the economy; they expose future generations to life-long health risks. We have a responsibility to future generations. One way to shape the future is the appropriate design of education systems. In this article we argue that climate education requires a holistic approach which goes beyond classroom pedagogies. We argue that climate education should not be limited to interventions within the field of school curricula alone. We review the main elements of the system of education qualitatively, both at macro- and micro-levels, and attempt to form a point of view. Our main argument is that climate education efforts should be coordinated and institutionalised. Based on our qualitative research in Poland, we developed a conceptual model and linked it to an assessment tool. Our model includes the elements necessary for a climate-oriented education program. We propose certain indicators which can be applied at school and higher levels of education system management. Our suggestions should not be limited to children’s education but should be incorporated into continuing education for professionals such as lawyers and accountants as well as other adult education programs. The science and research results are now rich and reliable enough that they can be applied to systemic social change (not only at the individual level). For this reason our model presents a conceptual framework for implementing systemic change in education systems that supports the efforts of local and national authorities to address climate change. The model is general and independent of national cultures. Our research offers both policymakers and scientists the opportunity to modify our concept and adapt it to local contexts and the national legal system. Our model should provoke decision- makers to introduce necessary changes in the legal system. The development of climate awareness should take a formalised role within a national education system. In this paper we demonstrate a logical process of reasoning ensuing from the literature review through empirical research down to the implementation stage. Keywords: climate education; school management; climate change; policy planning; air pollution 1. Introduction Climate issues have been gaining in importance in recent years. Climate changes are observable and not seriously questionable, notwithstanding the studied ignorance of a substantial minority of Americans. In fact, the agreement among scientists regarding the human impact on climate change is greater than that on tobacco as the cause of lung cancer [1]. Governments, organizations, businesses and individuals are becoming alarmed by climate changes but also seeking actionable solutions, goals and strategies aimed at alleviating the situation. Climate education is an integral part of such solutions. Education develops a country’s economy and society and provides knowledge and skills to the population, as well as Sustainability 2021, 13, 1241. https://doi.org/10.3390/su13031241 https://www.mdpi.com/journal/sustainability