This study aims to investigate and analyse the knowledge gap between the Swedish high school and geography syllabus, on one hand, and scientific research on the other. This study is emphasizing on the need for a future-oriented approach in the Swedish curriculum, which is needed to address future challenges. In this study the focus is directed towards climate and environmental education, where sustainable development is a key component of the current geography syllabus, in contrast of scientific research where climate emergency and the geological epoch Anthropocene makes the current knowledge. Utilizing discourse analysis to examine factors such as the underlying values, roles, and power of actors in the shaping process of educational documents, such as the policy and educational documents. The study is conducted in two sub-studies which will be conducted separately and later being compared to each other. The results of the two sub-studies revealed an existing knowledge gap and revealed the influence of politics and science on values, shaping attitudes by education. By applying Lindes (2021) curriculum codes, the analysis indicates a prevalence of the political code in the current curriculum, while Spratt´s (2022) scientific research aligns with the scientific-rational code.  The conclusion drawn from this study is that an updated curriculum is essential to transform attitudes towards climate and environmental issues. The discourse analysis of the current curriculum emphasizes the prioritization of values over current knowledge, which has contributed to the planetary crisis that science has identified as a climate emergency.