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Understanding Teacher Agency in the Context of School-Based Climate Change and Sustainability Education: A Case Study of the Experiences of Teachers and School Students in England

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Title: Understanding Teacher Agency in the Context of School-Based Climate Change and Sustainability Education: A Case Study of the Experiences of Teachers and School Students in England
Language: English
Authors: Nicola Walshe (ORCID 0000-0003-2123-4853), Elizabeth A. C. Rushton (ORCID 0000-0002-6981-8797)
Source: British Educational Research Journal. 2026 52(2):886-910.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Secondary School Teachers, Teaching Methods, Science Instruction, Climate, Environmental Education, Sustainability, Instructional Improvement, Professional Autonomy, Barriers, Instructional Effectiveness, Instructional Innovation
Geographic Terms: United Kingdom (England)
DOI: 10.1002/berj.70036
ISSN: 0141-1926
1469-3518
Abstract: Drawing on teacher agency as a conceptual framework, we explored the extent to which school teachers in secondary schools in England achieve agency in relation to teaching climate change and sustainability. This research provides a novel approach to understanding the relational and emergent qualities of teacher agency by bringing together insights from both teachers and school students (aged 11-14 years). Data were gathered through two separate online surveys with teachers (n = 870) and school students aged 11-14 years (n = 2429). Teachers and students articulated a range of material, structural and cultural barriers and enablers to achieving agency, with areas of agreement and divergence. While students were able to articulate different pedagogical approaches to improve the teaching of climate change and sustainability, teachers were more focused on the types of support they needed in their roles. This approach uncovers the everyday practices of teacher agency which students notice but that might not be visible to teachers. This research underlines the need for teachers in secondary school settings of all subjects to have the time and support to engage in high-quality professional learning which builds knowledge and understanding of climate change and sustainability and develops their confidence to implement a range of pedagogical approaches which engage all children and young people.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502636
Database: ERIC
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  Data: Understanding Teacher Agency in the Context of School-Based Climate Change and Sustainability Education: A Case Study of the Experiences of Teachers and School Students in England
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  Data: <searchLink fieldCode="AR" term="%22Nicola+Walshe%22">Nicola Walshe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2123-4853">0000-0003-2123-4853</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+A%2E+C%2E+Rushton%22">Elizabeth A. C. Rushton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6981-8797">0000-0002-6981-8797</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Educational+Research+Journal%22"><i>British Educational Research Journal</i></searchLink>. 2026 52(2):886-910.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/berj.70036
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  Data: Drawing on teacher agency as a conceptual framework, we explored the extent to which school teachers in secondary schools in England achieve agency in relation to teaching climate change and sustainability. This research provides a novel approach to understanding the relational and emergent qualities of teacher agency by bringing together insights from both teachers and school students (aged 11-14 years). Data were gathered through two separate online surveys with teachers (n = 870) and school students aged 11-14 years (n = 2429). Teachers and students articulated a range of material, structural and cultural barriers and enablers to achieving agency, with areas of agreement and divergence. While students were able to articulate different pedagogical approaches to improve the teaching of climate change and sustainability, teachers were more focused on the types of support they needed in their roles. This approach uncovers the everyday practices of teacher agency which students notice but that might not be visible to teachers. This research underlines the need for teachers in secondary school settings of all subjects to have the time and support to engage in high-quality professional learning which builds knowledge and understanding of climate change and sustainability and develops their confidence to implement a range of pedagogical approaches which engage all children and young people.
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