Earlier chapters have shown that the relationship between education and climate change is systemic and bidirectional. Climate change acts on education systems through first‑order effects that disrupt learning such as damaged schools, heat‑induced learning lossLearning loss, interrupted instruction, climate‑driven migrationMigration and poverty. Education responds through second‑order effects that shape knowledge, behaviors, institutions and technologies relevant to mitigationMitigation, adaptation and climate justice. This chapter weaves four strands together: systems and complexity perspectives, policy-coherence frameworks, low-learning trap analysis, and Reimers’ five-perspective framework of education system change. The chapter integrates evidence on curriculum, professional development and leadership. It argues that climate-change education must be approached as a challenge of escaping low-learning traps in a complex system. Doing so requires a systemic approach informed by policy coherence and futures thinking, and underpinned by deliberate planning for implementation. Such systemic transformation requires a multidimensional approach. We conclude the chapter pondering whether Artificial Intelligence can help support greater coherence in climate change education.