Abstract This chapter argues that addressing the climate crisis requires a fundamental reimagining of education, shifting from individualized and market-driven approaches to collective, justice-oriented models that cultivate civic agency, solidarity, and ethical responsibility. We situate climate change within broader histories of colonialism, capitalism, and systemic inequities that continue to shape its uneven impacts, from rising seas in the Pacific Islands to intensified wildfires, droughts, and floods across the globe. Against this backdrop, we contend that education must move beyond transmitting scientific facts toward fostering critical consciousness, relationality, and collective action. Drawing on the legacies of Dewey, Freire, and Biesta—while extending them through Indigenous, feminist, and decolonial frameworks—we propose climate change education (CCE) as a transformative practice that prepares learners to navigate uncertainty, confront injustice, and co-create regenerative futures. We highlight models such as citizenship-as-practice, ecological citizenship, and intergenerational knowledge systems that foreground collaboration and care over competition and extraction. By treating education as a social tipping element, we argue that flourishing futures will depend on building learning environments rooted in justice, hope, and collective well-being. This vision calls for transdisciplinary approaches that link schools, communities, and movements, reorienting education as a site of resistance, resilience, and renewal in a climate-challenged world.