Once upon a Time: Teachers' Narratives on Climate Change Education
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| Title: | Once upon a Time: Teachers' Narratives on Climate Change Education |
|---|---|
| Language: | English |
| Authors: | Golaleh Makrooni (ORCID |
| Source: | International Review of Education. 2026 72(1):37-60. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Climate, Teacher Attitudes, Foreign Countries, Integrated Curriculum, Teaching Experience, Educational Strategies |
| Geographic Terms: | Indonesia |
| DOI: | 10.1007/s11159-024-10114-5 |
| ISSN: | 0020-8566 1573-0638 |
| Abstract: | Education plays a vital role in addressing climate change, a globally significant phenomenon. Teachers' role in educating more responsible and climate-sensitive citizens is of paramount importance. Recognising the complexity of climate change (CC) and climate change education (CCE), this study aims to investigate teachers' narratives on climate change, providing valuable insights to support the integration of CCE into the curriculum and school programmes. Using a narrative approach, the authors interviewed eleven teachers (six women, five men) in Aceh, Indonesia, to explore their perceptions, experiences and strategies related to CCE as well as their positioning within narratives on the subject. After analysing the data obtained, the authors identified three prominent themes: (1) understanding of climate change, (2) teaching methodologies and curriculum integration, and (3) the influence of school culture. The teachers demonstrated diverse conceptualisations of climate change, influenced by personal experiences and local environmental challenges. In conclusion, this study underscores the significance of CCE in Indonesia and highlights the need for narrativity and a narrative approach in order to empower teachers to address CCE within local and cultural contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506025 |
| Database: | ERIC |
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| Abstract: | Education plays a vital role in addressing climate change, a globally significant phenomenon. Teachers' role in educating more responsible and climate-sensitive citizens is of paramount importance. Recognising the complexity of climate change (CC) and climate change education (CCE), this study aims to investigate teachers' narratives on climate change, providing valuable insights to support the integration of CCE into the curriculum and school programmes. Using a narrative approach, the authors interviewed eleven teachers (six women, five men) in Aceh, Indonesia, to explore their perceptions, experiences and strategies related to CCE as well as their positioning within narratives on the subject. After analysing the data obtained, the authors identified three prominent themes: (1) understanding of climate change, (2) teaching methodologies and curriculum integration, and (3) the influence of school culture. The teachers demonstrated diverse conceptualisations of climate change, influenced by personal experiences and local environmental challenges. In conclusion, this study underscores the significance of CCE in Indonesia and highlights the need for narrativity and a narrative approach in order to empower teachers to address CCE within local and cultural contexts. |
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| ISSN: | 0020-8566 1573-0638 |
| DOI: | 10.1007/s11159-024-10114-5 |
