Abstract: The study aimed to explore the utilisation of environmental storyboards in secondary education curricula in France and Kuwait. A qualitative approach was used, and dual-tiered analyses encompassing qualitative and semiotic assessments of curriculum content from both countries were conducted. While the qualitative analysis scrutinises integration, design, and pedagogical efficacy, the semiotic analysis examines visual and textual elements of educational content. The results reveal significant disparities between French and Kuwaiti curricula regarding environmental storyboards’ integration, design, and efficacy. French content, impressively, exhibits comprehensive integration and pedagogical sophistication, contrasting with Kuwaiti content, which is characterised by limitations in-depth, interactivity, and low visual quality. However, these findings also present an opportunity for improvement. The imperative is to enhance environmental education strategies, particularly in Kuwait, to elevate the quality and effectiveness of conveying environmental concepts within curricula.

Keywords: Comparative, Curricula, Environmental, Storyboard, Kuwait.