Abstract
Abstract Despite the systemic shift required to achieve Nationally determined contributions (NDCs) under the Paris Agreement, the role of circular economy education (CEE) remains insufficient examined in the literature. Existing studies highlights that while NDCs set each country’s national plan to reduce emissions, achieving them requires a fundamental change in how the world uses resources and socio-technical "human capital" necessary to move beyond traditional linear production models. However, the integration of education, particularly in relation to circular economy principles, within climate policy frameworks remains limited and fragmented. This paper explores the disconnect between high-level climate ambition and the educational ecosystems required to operationalize it, interrogating why CEE is currently underrepresented or siloed within national climate agendas. By utilizing a Multi-level governance (MLG) framework, the study critically analyzes the vertical and horizontal policy barriers such as institutional path dependency and diluted accountability that prevent the mainstreaming of circular economy education (CEE). These outcomes directly contribute to the emissions reduction goals and climate resilience targets outlined in national NDCs. This paper examines the critical intersections between circular economy education and the successful implementation of NDCs, analyzing policy frameworks to identify both current gaps and the opportunities for integration. This paper provides the selected case studies including Brazil, Kenya, Indonesia and Pakistan and among others to demonstrate how targeted educational initiatives can accelerate climate action and support a just and inclusive transition and in last, provides actionable insights for ensuring the circular economy education into national climate strategies, thereby supporting a just and effective transition towards low-carbon and resource-efficient systems.