Tinilau, Soseala S.Hemstock, Sarah L.Mercer, Theresa G.Hannaford, MatthewKythreotis, Andrew P.2025-05-302025-05-302025-05-01Tinilau SS, Hemstock SL, Mercer TG, et al., (2025) Environmental stewardship education in Tuvalu Part 2: insights into curriculum integration and classroom realities. Sustainability, Volume 17, Issue 9, May 2025, Article number 41192071-1050https://doi.org/10.3390/su17094119https://dspace.lib.cranfield.ac.uk/handle/1826/23947This commentary is the second in a two-part series on Environmental Stewardship Education (ESE) in Tuvalu. While Part 1 examined the alignment between education and environmental policies, this follow-up focuses on how those policies are—or are not—translated into formal curriculum and classroom practice. Drawing on both academic research and professional experience in government, this article explores the gap in curriculum design, student engagement, and teaching strategies. It argues for the early integration of ESE in primary education, greater inclusion of traditional ecological knowledge, and participatory teaching approaches. These insights are grounded in Tuvalu’s context but offer valuable lessons for other small island developing states striving to align sustainability policy with educational delivery.enAttribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/environmental stewardshipeducation policycurriculum integrationclimate resilienceTuvalusmall island developing statestraditional ecological knowledge3901 Curriculum and Pedagogy3903 Education Systems39 Education4 Quality EducationArticle2071-10506731314119179