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

Authors :
Ben Zvi Assaraf, Orit
Dawson, Vaille
Eilam, Efrat
Gokpinar, Tuba
Goldman, Daphne
Naugauker, Nofar
Eka Putri, Gusti Agung Paramitha
Subiantoro, Agung Wijaya
Tolppanen, Sakari
White, Peta
Widdop Quinton, Helen
Dillon, Justin
Source :
International Journal of Science Education; Jan2025, Vol. 47 Issue 2, p191-213, 23p
Publication Year :
2025

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 CC curricula at a cross-country national level is scarce. This study examined the perceptions of policymakers, teacher professional development providers and CCE teachers in relation to: CC knowledge, representation in the curriculum, content and pedagogy, and support for teaching. The voices of these educators were gathered across five countries (Australia, England, Finland, Indonesia, and Israel) 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. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
09500693
Volume :
47
Issue :
2
Database :
Complementary Index
Journal :
International Journal of Science Education
Publication Type :
Academic Journal
Accession number :
182090902
Full Text :
https://doi.org/10.1080/09500693.2024.2314572