Problem Statement: Climate change generates systemic impacts that demand the transformation of educational practices. In Cuba, gaps persist in risk perception, critical consumption, and teacher preparedness, limiting effective territorial responses.

Objective: To strengthen educational management capacities for Climate Change Education (CCE) in school, university, and community contexts, contributing to sustainable local development.

Methodology: A Participatory Action Research (PAR) approach is employed, incorporating interdisciplinary methods. Interviews, workshops, document analysis, and actor characterization are conducted.

Results and Discussion: Theoretical foundations were systematized, a doctoral program in Education for Sustainable Development was designed, and virtual courses, postgraduate research, and applied curricular proposals were implemented. Scientific articles were published, and inter-institutional networks were consolidated in coordination with the national plan “Tarea Vida.” The project has fostered changes in pedagogical practices and responsible consumption behaviors.

Conclusions: The project demonstrates that education—conceived as an ethical and transformative process—can shape environmentally committed citizens. Its community-based approach strengthens climate culture, territorial resilience, and social empowerment through sustainability.