While climate justice addresses the social, economic, and political dimensions of environmental problems, social studies education plays a critical role in understanding and discussing this issue. The study shows how students' theoretical knowledge from core courses such as history, geography, and civics, combined with critical thinking and active citizenship skills, paves the way for them to develop informed and participatory approaches to the climate crisis. In this context, critical pedagogy and experiential learning methods are highlighted as important tools for students to adopt a climate justice perspective. It also details how digital media, project-based learning and interdisciplinary curriculum integration contribute to transforming young people into active climate activists by raising their awareness of local and global environmental issues. The study also assesses current gaps and directions for improvement in areas such as teacher training, curriculum revision, and applied pedagogical strategies, and offers suggestions for future research, including empirical studies, analysis of digital interactions, and cultural comparisons. This comprehensive approach highlights the importance of integrating theoretical underpinnings with practice to strengthen educational policies for building a sustainable and just future.