In an international research project, researchers are collaborating to develop empirically grounded knowledge for teaching climate change. The project examines how local and global risk perceptions influence students' climate literacy and their willingness to engage in climate-friendly behaviors.The first sub-study identified aspects of climate knowledge, attitudes, and skills that promote climate-friendly behavior through large-scale surveys among the general public, teachers, and high school students. Results indicate that global risk perception has the greatest impact on the willingness to act, while content knowledge—such as understanding the greenhouse effect—has a lesser impact.The second sub-study explored the role of risk perception in motivating climate activists and their proposals for action through in-depth interviews. Activists emphasized especially global risk perception as a driving force, the importance of collective action, and the pressure to act as role models.Informed by these findings, the third sub-study developed teaching materials on climate change, focusing on local risk perception. These materials were created in collaboration with secondary school teachers (in both science and social science subjects) and tested in eight secondary school classes (grades 8 and 9). In addition to traditional lessons, students participated in activities at the university, focusing on climate risks and action competence. The results show that while students possess basic knowledge about the causes of climate change and individual behaviors, they have limited understanding of climate adaptation, local climate risks, and the role of collective action.The presentation will discuss the implications of these findings for teaching climate change in schools.