Climate change education implementation: The voices of policymakers, professional development providers, and teachers in five countries

Orit Ben Zvi Assaraf, Vaille Dawson, Efrat Eilam, Tuba Gokpinar, Daphne Goldman, Nofar Naugauker, Gusti Agung Paramitha Eka Putri, Agung Wijaya Subiantoro, Sakari Tolppanen, Peta White, Helen Widdop Quinton, Justin Dillon

Research output: Contribution to journalArticlepeer-review

Abstract

Climate change (CC) is the most significant global issue facing humanity, yet research addressing the perspectives of the key players influential in developing and implementing school-based climate change curricula at a cross-country national level is scarce. This study examined the perceptions of educators and educational leaders active in climate change education (CCE) in relation to: CC knowledge, representation in the curriculum, content and pedagogy, and support for teaching. The voices of CCE policymakers, teacher professional development providers and CCE teachers across five countries (Australia, England, Finland, Indonesia, and Israel) were gathered through semi-structured interviews. Analysis revealed much commonality across the countries and across role types. Although participants agreed that CCE is multidisciplinary and expressed widespread support for including CC in the curriculum through a cross-curriculum approach, their conceptualisations of CC knowledge were inconsistent. Participants recognised the importance of a science basis in CCE, and of student action, with some participants also emphasising emotional, ethical and value-based inclusions. Most suggested active learning focused pedagogies. Variations in approaches to CC implementation between countries suggest that CCE is in a transitional phase. In all five countries, the interviewees called for the curriculum to make more explicit connections to CC and for governmental leadership in supporting CCE, professional development and provision of resources.
Original languageEnglish
Number of pages23
JournalInternational Journal of Science Education
DOIs
Publication statusE-pub ahead of print - 10 Feb 2024

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