As human-induced climate change rapidly increases, information about climate change permeates each aspect of society. This study examines how learning sources pertaining to climate change influence self-reported pro-climate behaviour in adolescents. Cross-tabulation method, combined with correspondence analysis, has been conducted on data obtained from 657 high-school students in Shanghai. It is found that different learning sources have different influences on pro-climate behaviours. Activity-based learning tends to be more conductive to pro-climate behaviour than other sources, especially media, which is the most reported source in relation to climate change in this study and previous studies. Moreover, certain life experience and behaviour itself may be predictors of pro-climate behaviour. The results offer suggestions on improving practices and research of climate change education.