The effects of gender on knowledge, attitude and behaviour of science teachers towards climate change

This article presents the defense for the education area as an undiscovered chance to battle environmental change, through the execution of climate change education across the curriculum. Hence, the work to distinguish the variables that decide the knowledge, attitude, and behavior of educators towards climate change is significant, since educators are significant partners in making powerful climate change education an outcome in schools. Nonetheless, not much consideration has been given to endeavors to evaluate the knowledge, attitude, and behavior of science educators related to climate change. Along these lines, this study was directed to distinguish distinctions in gender in science educators' knowledge, attitude, and behavior related to climate change. Using a stratified cluster random sampling method, a survey of 632 national secondary school science teachers in six states—Kedah, Johor, Terengganu, Selangor, Sabah, and Sarawak—was used to take a quantitative approach. The information gathered through the survey was then examined utilizing a descriptive and inferential technique. Discoveries show that the degree of knowledge, attitude, and behavior of teachers about climate change is high. The outcomes obtained from this study likewise uncover that socio-demographic factors, for example, gender can influence teachers' knowledge, attitude, and behavior about climate change. The aftereffects of this study can help policymakers to conclude the proper moves that can be made in dealing with the impacts of climate change through further developing climate change education across the curriculum, and further reassuring mitigative activities to shield the environment from the antagonistic impacts of climate change.