摘要：Against the backdrop of the increasingly severe global climate crisis, climate crisis education has become crucial for promoting sustainable development. This research focuses on the activation mechanism of local knowledge in climate crisis education. Through theoretical analysis, case studies, and feld research, four core activation mechanisms are systematically constructed: cognitive activation, inheritance activation, application activation, and innovation activation. Theoretical analysis clarifes the connotations and values of critical climate education and the concepts of climate education in social-ecological transformation, as well as the defnitions, characteristics, and roles of local knowledge in sustainable development, and reveals the close relationship between local knowledge and climate crisis education. Case studies of the Hani Terrace area in Yunnan, China, the Andean Mountains in Peru, and some communities in Sydney, Australia, verify the feasibility and efectiveness of the activation mechanisms, showing that activating local knowledge can enrich educational content, enhance educational efectiveness, and promote cultural inheritance. However, the research also has limitations, such as insufciently comprehensive research scope, lack of in-depth analysis of the internal relationships of the activation mechanism, and relatively insufcient quantitative research. Future research should expand the research scope, deepen research content, strengthen quantitative research, and focus on practical applications to promote local knowledge to play a greater role in global climate crisis response.