Considering the importance of the challenge of climate change and the wide range of damages caused by it, a detailed and scrutinizing study of climate change education models for the institutionalization of education as one of the most effective ways to deal with this crisis is very important. It is important. In the last decade, various models of such education have been examined, and considering the diversity of the components of these models, the classification of these components is considered necessary to reduce dispersion and also to establish relative systemic thinking. It arrives Therefore, based on the results of this article and citing library and internet sources and based on the theoretical literature of the subject, it can be said that in all models, the two components of knowledge and behavior play a key role with various examples. The knowledge component is present as the driving force of most models with examples such as content knowledge, information, cognitive factors, understanding of conditions and awareness. On the other hand, the behavior component as the output and final goal of most models is referred to as behavior and action. In the range of investigated models, from the threshold of knowledge to the threshold of behavior, intermediate components are present in dimensions such as individual dimension, social dimension, and political dimension, which cause effective connection and continuity between the components and ultimately synergize the effect of the educational wave. they become For the components of the individual dimension, examples such as hope, worry, thinking skills, motivation, personal styles and behaviors, and identity can be mentioned. On the other hand, in most models, the social dimension is known with components such as involvement, social norms, values, participation and society. The political dimension also has examples such as political orientations, worldview, future orientation and justice.