The issue of climate change is addressed within Mexico's Common National Curriculum, which serves as the foundation for developing educational materials like didactic guides and videos aimed at higher middle schools located in regions highly susceptible to its effects. However, while the curriculum incorporates climate change, it lacks specific details outlining the objectives and extent of this integration. Nonetheless, this gap doesn't deter educators from recognizing climate change's significance across various subjects and effectively employing the provided educational resources for lesson planning, teaching, and assessment. In this study, the authors performed a comprehensive analysis of the Common National Curriculum, subject syllabuses, and didactic guides within the Telebachillerato subsystem of Veracruz state (TEBAEV). They also administered an online survey to 3,698 teachers. Employing a mixed-method approach with an exploratory sequential design encompassing three phases, they analyzed and triangulated data based on the integration of Education for Change and Educate on Climate as approaches within climate change education. The central findings underscore that nearly 95% of teachers not only identify climate change themes in their teaching materials but also integrate elements of climate change education into their instructional practices.