Abstract: Pakistan faces an urgent climate crisis that disproportionately affects its youth and vulnerable communities. At the same time, the country’s rapidly expanding digital connectivity presents new opportunities to advance climate literacy beyond formal classrooms. This paper examines how digital climate activism can function as a form of non-formal sustainability education under the United Nations’ Action for Climate Empowerment (ACE) framework in Pakistan. Drawing on academic literature, policy analysis, and a case study of a youth-led initiative (EcoRevival Pakistan), the study conceptualizes digital platforms as educational spaces that support climate learning, public awareness, participation, and youth empowerment. The analysis situates Pakistan’s climate vulnerability, youth demographics, and digital landscape within the ACE framework, highlighting how social media, online training, and digital campaigns contribute to climate literacy development. Findings illustrate that youth-led digital initiatives foster experiential learning, systems thinking, and civic engagement while complementing gaps in formal climate education. However, challenges such as digital inequality, uneven access, and limited institutional support constrain broader impact. Building on these insights, the paper proposes a scalable digital climate education and empowerment model tailored to Pakistan’s socio-cultural and technological context. A brief comparative perspective draws lessons from international approaches to climate education and youth engagement. The study concludes with practical recommendations for policymakers, educators, and civil society to strengthen non-formal climate education through digital tools. By positioning digital activism as a sustainability education pathway, this research contributes to scholarship on climate literacy, youth engagement, and Action for Climate Empowerment in the Global South.
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Abstract: The Green Guerrillas Youth Media Tech Collective, a community organization based in Ithaca, New York, set out to define sustainability in their own terms by giving a diverse group of local adolescents the opportunity to engage subjects of environmental and social justice through digital media production within the auspices of a unique afterschool job-training program. Interviews with youth participants and adult mentors illustrate key concepts for environmental and sustainability educators desiring to facilitate engaging learning environments utilizing multimedia. Excerpts of their interviews provide a lens into the workings of a non-formal educational environment that explicitly embraced media literacy, media arts production, and community engagement to advocate for issues of justice and sustainability while facilitating opportunities for ecological learning. This case study highlights the potential of digital storytelling to foster students’ knowledge retention, connection to nature, sense of empowerment, and ability to create positive change in their communities.
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