Climate change is the most significant global challenge of our time, with widespread impacts on the environment, economy, public health, and social stability (IPCC, 2023). Recognizing this, the USGCRP (2009) highlights the importance of prioritizing climate literacy in education—a multifaceted concept that extends beyond factual knowledge to include scientific skills, personal attitudes, and values that empower individuals to address climate-related issues and adopt climate-conscious behaviors (Dupigny-Giroux, 2010).This presentation reports from an international research project exploring the role of climate education and risk perception in fostering climate-friendly intentions to act. Empirical findings from a large-scale survey of the public (N= 2000) and upper secondary students (N= 582) indicate that incorporating global risk perception significantly improves predictive models of climate-friendly intentions to act. Thus, risk perception plays a crucial role in shaping climate-friendly behavior, with global risk perception having a stronger impact than personal, local, risk perception. However, in depth interviews with young people (N=15) already engaged in climate action suggest that excessive risk perception can lead to anxiety and disengagement, underscoring the need for balanced educational approaches. Furthermore, an action research study, conducted in collaboration with researchers and science and social science teachers at three lower secondary schools, focused on integrating interdisciplinary teaching of climate change with an emphasis on local flooding risks. Findings revealed tensions between pedagogical priorities. Science teachers often emphasize climate change as a physical phenomenon, whereas social science teachers highlight emotional engagement and behavioral motivation. While students generally appreciate climate-focused learning experiences and express climate-friendly aspirations, their emotional engagement and corresponding actions often remain limited. In conclusion, the project’s findings emphasize the need for interdisciplinary and balanced educational approaches that enhance climate literacy while ensuring that young people are both motivated and equipped to take meaningful climate action.