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Climate change, although linked to natural processes, has been accelerated by anthropogenic action, which raises the need for collective responses and environmental education through teaching strategies based on the design of school and/or community projects that consider environmentally responsible practices. The research is based on a descriptive exploratory study for which a self-administered questionnaire was given to 124 ninth-grade students in the third quarter of 2023, with the purpose of investigating the cross-cutting approach to climate change when they were in sixth grade in 2020, in the context of the COVID-19 pandemic, using distance learning. It is an instrument composed of Likert-type scales, ordinal and multiple choice questions, applying non-parametric statistical analyses such as Spearman, Wilcoxon and Mann-Whitney U to explore associations between variables such as academic impact, mastery of the theoretical-practical contents on climate change and its transversal approach. The results show that the treatment of the contents was not always carried out transversally and, on the other hand, although the educational experience was conditioned by various resources, methods and technological means, some statistically significant associations were linked to the book, case study and whatsapp respectively.
