Central Asian countries are among the regions most vulnerable to climate change. Water scarcity, glacier retreat, desertification, air pollution and increasingly frequent extreme weather events pose growing challenges across the region. Climate change in Central Asia directly affects agriculture, energy, and public health. In response, Central Asian countries are intensifying cooperation and seeking shared solutions — from water diplomacy to climate education, green schools and climate-resilient infrastructure.
Regional Dialogue
Over the past two years, representatives of Central Asian countries have been discussing the most pressing environmental and climate challenges, building common approaches and joint initiatives. During this time, a series of consultations and international meetings took place across various venues — from Almaty and Samarkand to global forums under the auspices of the United Nations. These discussions laid the groundwork for a coordinated regional environmental agenda. The next step will be the Regional Ecological Summit (RES-2026), scheduled to take place in Astana on April 22–24, 2026. The summit is intended to strengthen cooperation among Central Asian states on climate policy, sustainable development and the management of transboundary natural resources.
The Regional Ecological Summit 2026 was initiated by Kazakhstan’s President Kassym-Jomart Tokayev at the 78th UN General Assembly in September 2023. Later that year, the initiative received support from the United Nations, and in 2024 it was reflected in several policy documents adopted by Central Asian heads of state and by the Organization of Turkic States. In 2025, the proposal gained broader international recognition.
In March 2025, the first consultative meeting within the framework of the initiative took place in Almaty. The dialogue then continued at regional venues in Samarkand, Ashgabat, and Dushanbe, where participants addressed climate risks, glacier melt, land degradation, and the need for stronger scientific cooperation. These meetings helped countries identify shared environmental policy priorities.
The next stage focused on developing practical tools for cooperation. In June 2025, climate financing, a regional project portfolio, and a scientific cooperation network were discussed at the climate negotiations in Bonn. In August, in Aktau, an updated summit concept and a draft joint declaration on regional environmental and sustainable development cooperation were approved. The meeting resulted in a list of more than 20 regional initiatives.
In the autumn and winter of 2025, Central Asia’s environmental agenda was presented at major international forums. At the 80th UN General Assembly in New York, a 2026–2030 Action Programme for implementing regional environmental initiatives was introduced. At COP30 in Belém, thematic events addressed climate migration, job creation, the health impacts of extreme heat, and desertification. The drying of seas and lakes received dedicated attention at the seventh session of the UN Environment Assembly in Nairobi.
One of the most recent meetings of Central Asian representatives took place in February of this year in Astana, focusing on climate education, youth engagement, and the development of resilient educational systems across the region.
Participants discussed practical solutions to unite regional efforts — from establishing a Green Schools platform to integrating climate commitments into national education systems. At the center of the agenda: 23 million children across Central Asia who are already feeling the effects of climate change.
Kazakhstan’s Minister of Ecology and Natural Resources Yerlan Nyssanbayev stressed that the summit is conceived as a regional platform for launching sustainable cooperation mechanisms among Central Asian countries on key environmental and climate issues.
He noted that particular attention is being paid to environmental education for the younger generation, as education is the foundation of the region’s long-term resilience.
Green Schools: A New Model for Education
One of the key initiatives discussed at the meeting was the establishment of the regional platform “Green Schools of Central Asia.”
According to Nyssanbayev, the platform is envisioned as a voluntary coordination mechanism bringing together regional governments, international partners, financial institutions, and the private sector. Its purpose is to advance environmental education, strengthen the resilience of school infrastructure, and support initiatives led by children and young people.
“The school is one of the most effective venues for transmitting knowledge and shaping values. The Green Schools initiative is an important platform that can inspire children and teenagers to care for nature. Climate change is a reality we are living with. There are 23 million children in Central Asia whom we can support. The region has enormous potential for cooperation — we have much in common, and that is the foundation for joint action,” said UNICEF Representative in Kazakhstan Dr. Rashed Mustafa Sarwar.
UNICEF experts note that climate change is already affecting education. Heat and drought, air pollution, and water scarcity disrupt the learning process and increase health risks. Many school buildings were designed to outdated standards and are no longer suited to current climate conditions.
According to UNICEF climate education consultant Fumio Kagawa, extreme weather events damage school buildings and infrastructure. Shifting climate conditions affect indoor temperatures and air quality. Providing safe drinking water in schools is becoming increasingly difficult.
“These factors reduce children’s ability to attend school and learn effectively. Climate disasters disrupt education: schools close, reducing instructional time, and teachers take on additional responsibilities that make quality teaching harder to sustain,” he said.
Climate-responsive education encompasses two complementary dimensions: teaching about climate change and building the resilience of the education system itself. This means not only updating curricula but also modernizing school infrastructure, training teachers, strengthening school communities, and engaging young people.
Pilot projects supported by UNICEF show significant results. Improved insulation and ventilation enhance student concentration and reduce illness rates; heating upgrades cut emissions and operating costs; and energy-efficient solutions improve the overall learning environment.
“The next step is scaling these solutions across the region. According to the published Nationally Determined Contributions of Kazakhstan, Kyrgyzstan, and Uzbekistan, governments plan to climate-proof more than 22,000 social infrastructure facilities, including schools,” said Hamza Abdurahimov, coordinator of climate business models at the UNICEF Regional Office for Europe and Central Asia.
The Education System and NDC 3.0
Special attention is being given to linking educational initiatives with countries’ national climate commitments.
Kazakhstan’s Minister of Ecology noted that a key priority is connecting the Green Schools platform with Nationally Determined Contributions under NDC 3.0, as well as exploring opportunities to channel climate finance into the education sector.
NDC 3.0 reflects a new approach to climate policy — one that treats education not merely as a social sector but as an instrument for meeting international commitments.
In Kazakhstan, for example, the transition to a low-carbon economy is understood above all as a transformation of public consciousness and values. Children and young people are identified both as the most climate-vulnerable group and as key agents of change.
The NDC calls for integrating climate topics into educational programmes, modernizing school infrastructure, expanding youth participation in environmental initiatives, and supporting green economy projects.
Eco-Volunteering in Climate Policy
Youth participation and environmental volunteering are becoming an increasingly important element of climate policy.
According to Dr. Sarwar, UNICEF supports youth volunteering programmes in 36 countries, with around 11 million teenagers taking part.
“In Kazakhstan, 10,000 volunteers have been trained and six hubs have been established. We are ready to develop eco-volunteering programmes together and hope that other countries in the region will join,” said the UNICEF representative.
Kazakhstan
Yerlan Nyssanbayev confirmed that Kazakhstan fully supports UNICEF’s initiative to develop education systems capable of responding to environmental challenges.
Deputy Minister of Education Maira Meldbekova reported that Kazakhstan is implementing the Taza Kazakhstan environmental culture concept, which covers all levels of education — from kindergartens to colleges. Environmental themes have been integrated into state education standards, curricula, and textbooks.
A pilot project called Zhassyl Balabaqsha (Green Kindergarten) is being rolled out across around 200 preschool institutions, with plans for further expansion.
In schools, sustainable development topics are woven into science subjects, humanities, and project-based learning.
A unified environmental education standard is also being developed, which will include requirements for school infrastructure and new construction.
Environmental education is additionally delivered through extracurricular activities, student clubs, forums, and national programmes including Adal Azamat.
Deputy Minister of Ecology and Natural Resources Mansur Oshurbayev added that, in pursuit of the Paris Agreement, Kazakhstan has approved its NDC 3.0. The strategy recognizes that the transition to a low-carbon economy requires a shift in public attitudes toward green development, lifestyles, and consumption over the medium and long term — a shift grounded in sustainable development values through education, awareness-raising, and active civic engagement.
Sustainable development issues — including climate change, the energy transition, and greenhouse gas reduction — will be integrated into the curricula of primary, secondary, and higher education institutions.
“Education plays a systemic role. Schools and universities are seen not only as places for transmitting knowledge but as spaces for developing the skills and leadership needed to live and work in a low-carbon economy,” he said.
Kyrgyzstan
Kyrgyzstan considers education as a strategic element of national climate policy, particularly given the country’s high exposure to climate risk.
Deputy Minister of Natural Resources Assel Raimkulova noted that more than 90% of the country is mountainous, and climate change is already affecting water resources, infrastructure, and learning conditions. Glaciers are melting faster, heatwaves and extreme weather events — including floods and mudflows — are becoming more frequent, and water resources are shrinking. Rising temperatures worsen conditions inside school buildings; mudflows and floods threaten the safety of schools, particularly in mountain and rural areas; and water shortages affect sanitation and student health.
“In these conditions, the resilience of the education system is not only a social challenge but a climate one,” she said.
Kyrgyzstan’s NDC 3.0 includes adapting school infrastructure, integrating climate topics into education, and building green skills. Total financing needs are estimated at $23 billion.
Work is underway to update standards and curricula, expand extracurricular education, and improve teacher training. Building codes are also being revised with resilience and inclusivity in mind.
Deputy Minister of Education Nadira Jusupbekova reported that, with World Bank support, a project to build energy-efficient schools is being implemented. New solutions are being piloted across preschools and schools alike. Pilot projects in the city of Osh have delivered measurable results in energy savings and air quality improvements. The Altyn Kazyk reform programme is also being introduced, envisaging a transition to a 12-year education system.
Tajikistan
Tajikistan is among the countries with the highest climate risk for children, making the resilience of its education system a strategic priority.
“The deterioration of a significant share of school buildings, high energy consumption, and limited access to basic services such as clean water and sanitation require a systemic and comprehensive approach. It is in this context that the Ministry of Education and Science is advancing the Green Schools concept. For us, this is not simply about energy-efficient buildings — it is about a holistic educational environment in which climate change is embedded in curricula, infrastructure is safe and resilient, and students become active participants in addressing environmental challenges,” said Deputy Minister of Education and Science Badriddin Muzaffarzoda.
He noted that around 125 schools in the country can already be considered climate-adapted — but that represents only about 3% of all educational institutions.
Access to water and sanitation remains a serious problem: roughly half of rural schools and around 26% of urban schools have limited access to clean water.
The country is implementing a project to build 20 energy-efficient schools using solar power and modern water supply and heat-pump heating systems. The project will reach around 11,000 students and more than 4,000 teachers.
A national strategy for adapting education to climate change and disaster risk reduction is also being developed, with a target reach of 2.4 million students.
Under NDC 3.0, five priorities have been identified: green energy for schools (installation of photovoltaic systems and solar collectors); energy-efficient innovations (facade insulation, heating and ventilation upgrades); a sustainable water, sanitation, and hygiene system (rainwater harvesting and safe sanitation); climate education (integrating climate topics into curricula and retraining teachers); and green skills development (preparing young people for the green economy through vocational and technical education).
According to Deputy Chairman of the Committee on Environmental Protection Loik Rahmonzoda, the expected reach is more than 500,000 students and teachers. Total investment needs for measures in education, healthcare, and child protection are estimated at approximately $1.97 billion.
Uzbekistan
Uzbekistan is actively advancing climate education and youth participation in environmental policy.
The country is implementing the EcoSchools project, involving around 500 schools, more than 100,000 students, and over 1,000 teachers. Ten schools have already received the international Green Flag award.
Plans are in place to create 200 green schools and green mahallas.
“These schools will serve as platforms for building an environmental culture from an early age, introducing energy-efficient solutions, promoting sustainable resource management, and delivering hands-on environmental education,” said Bakhtior Pulatov, rector of the Central Asian University for Environmental Studies and Climate Change.
Under a state programme, 14 green colleges and technical schools are to be established across various regions, with graduates eligible for admission to the Green University — the Central Asian University for Environmental Studies and Climate Change — without entrance exams. The university allocates dedicated quotas for students focused on environmental issues and practical solutions.
Uzbekistan’s updated national climate contribution includes, for the first time, a dedicated section on children’s rights and interests. Young professionals are being actively involved in climate policymaking and participate in international forums, including COP conferences.
An international advisory committee of young climate leaders has been established in Tashkent.
“Programmes including Young Climate Champions, Young Green Ambassadors, and Young Farmer are also thriving. They have reached more than 20,000 schoolchildren. Greenhouses have been set up in 140 schools, giving children hands-on experience in sustainable agriculture. This year we plan to increase the number of schools and participants by half, expand projects nationwide, double the number of schools awarded the Green Flag, and continue active international engagement,” said Dilmurod Yuldashev, a specialist at Uzbekistan’s Ministry of Preschool and School Education.
A Point of Consolidation
The outcome of this series of consultations and international meetings will be the Regional Ecological Summit, to be held in Astana on April 22–24, 2026. RES-2026 has the potential to be a significant step toward building a sustainable environmental architecture for Central Asia. The summit offers an opportunity to align regional priorities, launch joint projects, and deepen partnerships between countries. In the face of intensifying climate challenges, such platforms are taking on strategic importance for the future of the entire region.
https://qazaqgreen.com/en/journal-qazaqgreen/environmental-policy/3582/