Recognising and addressing petro-pedagogy in the geography classroom

ABSTRACT This article introduces geography educators to ‘petro-pedagogy’ – the systematic ways fossil fuel companies shape classroom content to delay climate action. Despite 2024’s record renewable energy additions (90% or more of new capacity), fossil fuel use continues to grow. This is aided partly by industry influence in education. After reviewing recent research documenting oil and gas involvement in curriculum development, teacher training and classroom resources, this article presents a five-feature framework for recognising petro-pedagogical strategies. The article offers a practical analysis tool that educators can apply to evaluate resources and engage students in critical media discussions. Using classroom examples and specific questions to identify industry influence, this article aims to equip geography teachers with the ability to recognise and resist corporate obstruction of climate education.