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Climate Change Education Challenges from Two Different Perspectives of Change Agents: Perceptions of School Students and Pre-Service Teachers

Author

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  • Veronika Winter

    (Austrian Educational Competence Center for Biology (AECC Biology), University of Vienna, 1090 Vienna, Austria)

  • Johanna Kranz

    (Center of Excellence for Climate Change Impacts, Research Institute of Forest Ecology and Forestry Rhineland-Palatinate, 67705 Trippstadt, Germany)

  • Andrea Möller

    (Austrian Educational Competence Center for Biology (AECC Biology), University of Vienna, 1090 Vienna, Austria)

Abstract

Climate change education (CCE) can play an essential role in pushing forward a climate-just transition. However, educational institutions seem to be challenged to equip students and their prospective teachers with what is necessary for them to become multipliers for climate action. This study aims to provide actionable insights on how to harness the untapped potential of CCE, overcome obstacles, and draw conclusions on which adaptations are necessary to improve current CCE settings. We conducted a qualitative questionnaire study using the example of 80 secondary school students (grade 12) and 18 pre-service teachers (PSTs). The results indicated that both cohorts feel inadequately prepared for their role as possible “change agents”, stating that climate change as a topic is given too little time, engagement with practical examples on taking climate action is inadequate, and a superficial examination of the topic takes place. Students as well as PSTs as change agents are not sufficiently supported by educational institutions to exercise their transformative potential due to numerous identified challenges that have to be confronted at a systemic level. Results indicate that especially teacher training programs need to increasingly focus on the professional development of educators in this field.

Suggested Citation

  • Veronika Winter & Johanna Kranz & Andrea Möller, 2022. "Climate Change Education Challenges from Two Different Perspectives of Change Agents: Perceptions of School Students and Pre-Service Teachers," Sustainability, MDPI, vol. 14(10), pages 1-29, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:10:p:6081-:d:817413
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    Cited by:

    1. Francesco De Pascale, 2023. "Geographical Education and Climate Change Perception in Secondary School: A Case Study in Southern Italy," Sustainability, MDPI, vol. 15(4), pages 1-15, February.
    2. Hara Moshou & Hara Drinia, 2023. "Climate Change Education and Preparedness of Future Teachers—A Review: The Case of Greece," Sustainability, MDPI, vol. 15(2), pages 1-13, January.

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