Dominant approaches to climate change education have traditionally relied on top-down models emphasizing the transmission of scientific knowledge and behavior change strategies. While valuable, these approaches often overlook the affective, imaginative, and relational dimensions of learning. Emerging scholarship advocates for interdisciplinary and arts-informed approaches that foreground emotional engagement, embodied experience, and narrative meaning-making. Central to this shift is the concept of a pedagogy of interconnectedness, which promotes relational thinking, critical reflection on socio-cultural values, and the co-creation of sustainable futures. Museums are increasingly recognized as key sites of public pedagogy, offering immersive and participatory environments that foster climate literacy and civic engagement. Art-based practices in museum settings translate abstract climate knowledge into experiential and emotionally resonant forms, bridging the gap between understanding and action. This paper presents a structured literature review of art-based approaches to climate change education in museums. The findings highlight the growing role of museums as spaces for transformative learning and demonstrate how art-based education can empower learners and visitors as active participants in climate action and sustainability transitions.
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