The increased weather instability and the visible warming of the climate, in recent decades, are attracting more and more the attention of the public, which repositions itself regarding these topics of interest and is more or less willing to adapt and direct itself towards sustainable practices. In this context, it is necessary to diagnose the population's perception and reaction to climate change adaptation. Through environmental education, the population can be assured of transversal competence for sustainability and opportunities can be established for citizens to act and participate both in mitigating climate changes and in adapting to them, thus gaining, in a real way, climate citizenship. In order to implement successful programs for the promotion of climate change education (CCE) and to ensure meta-competencies (including learning, adapting, anticipating and creating change) to the population, there is a need for dialogue between stakeholders such as: the scientific community from various fields (hydroclimatic, educational sciences, etc.), economic agents, environmental authorities and, last but not least, citizens. Other determining factors for the orientation of the educational programs can be the geographical position, the environment of origin, the level of studies, the income, etc. As a result, this session intends to include studies that offer quantitative and qualitative methods for the assessment of several environmental, economic and/or social dimensions, through in-depth interviews, focus groups, case studies on climate change perception and education.