Objectives:
The article discusses the influence of akrasia, procrastination and disinformation on the noticeable stagnation regarding actions for the climate protection. The climate akrasia means lack of actions despite being aware of threats resulting from passivity. Procrastination involves permanent postponement of activities and acting at the last moment. Those phenomena are aggravated by disinformation, which questions the climate change or distorts the picture of its causes, affect the decision-making process, and even the human being’s mental state. The article demonstrates the need to create and implement educational strategies which take into account issues related to preventing disinformation, developing critical thinking skills and using reliable sources. Properly designed climate education may break the climate impasse, prevent climate akrasia and procrastination, as well as contribute to genuine climate protection and protection of the human being against consequences of the climate change.

Material and methods:
The article uses a critical analysis method. It draws on source data in the form of reports and current literature to show the gap in climate education.

Results:
It was established that current climate education strategies do not take into account the phenomenon of akrasia, defeatism and the threats associated with climate disinformation. Educational guidelines for counteracting passivity in taking action to protect the climate were proposed.

Conclusions:
The article begins with a discussion of the climate crisis. Then, the problem of climate manipulation and the postponement of climate practices is presented. It culminates in proposing some solutions that are a response to climate disinformation, the phenomenon of akrasia, procrastination, and defeatism.