In this chapter, we theorise climate change education (CCE) in relation with the polycrisis and enabled by the metacrisis. We acknowledge that CCE has a strong background in environmental education and education for sustainability as well as science education and provides an excellent opportunity to be taken up through interdisciplinary, action-oriented and agency generating learning in local and intergenerational contexts. We challenge the need to educate through multi-Anthropocene crises relating to pandemics and globalisation pressures, biodiversity loss, the fourth industrial revolution. We advocate for managing misinformation through education about the interconnected and complex earth systems, modelling, and data. We hope to shift the focus from preparing a future workforce through education systems to informing and activating a future citizenry, capable of making the tough decisions needed to ensure species and ecosystem integrity and thriving. We outline the role of international agencies in global education reform, in particular the OECD PISA Science Framework 2025. We conclude with a description of an international research project engaging science educators, scientists working in climate-related research, and school teachers and students in a co-design process to reform disciplinary and interdisciplinary curricula with a focus on agency and future citizenry capability.