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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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFoVQJMfUqnmZF6Rez6spSAAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDL-AExl5qkksKfnP4gIBEICBm61HvmeED_XB9xMn_lgOO9BWz1oqooLyU9YvaB53FFycZcJKLTSrsYn-ygnxmZiLjsV70l2vEwSyEdO06RrI1K8_EANWyw9wZyDYQ6B1w57qvSpNXhq41N8EXyCQXVqRKWI2JWC5IRLWr9SfO6OZ0TwlfvUfffp0BBsjgToUdu3DktCeNTH7x1d5Pnv6RqT_UKC22okFNuqtY9BA Text: Availability: 1 Value: <anid>AN0191500513;ire01feb.26;2026Feb13.06:44;v2.2.500</anid> <title id="AN0191500513-1">Once upon a time: Teachers' narratives on climate change education </title> <p>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: (<reflink idref="bib1" id="ref1">1</reflink>) understanding of climate change, (<reflink idref="bib2" id="ref2">2</reflink>) teaching methodologies and curriculum integration, and (<reflink idref="bib3" id="ref3">3</reflink>) 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.</p> <p>Résumé: Il était une fois : récits d'enseignants concernant l'éducation au changement climatique – L'éducation joue un rôle crucial dans la lutte contre le changement climatique, un phénomène d'ampleur mondiale. Le rôle des enseignants dans la formation de citoyens plus responsables et sensibilisés à la question du climat est d'une importance capitale. Reconnaissant la complexité du changement climatique et de l'éducation dans ce domaine, la présente étude se propose d'explorer les récits d'enseignants concernant le changement climatique, offrant des points de vue précieux pour soutenir l'intégration de l'éducation au changement climatique dans le curriculum et les programmes scolaires. S'appuyant sur une approche narrative, les auteurs ont interrogé onze enseignants (six femmes et cinq hommes) à Aceh, en Indonésie, pour examiner leurs perceptions, expériences et stratégies liées à l'éducation au changement climatique, ainsi que leur positionnement au sein des récits sur ce thème. Après avoir analysé les données recueillies, les auteurs ont identifié trois thèmes principaux : (<reflink idref="bib1" id="ref4">1</reflink>) la compréhension du changement climatique, (<reflink idref="bib2" id="ref5">2</reflink>) les méthodes d'enseignement et l'intégration curriculaire, et (<reflink idref="bib3" id="ref6">3</reflink>) l'influence de la culture scolaire. Les enseignants ont présenté des conceptualisations diverses du changement climatique, influencées par leurs expériences personnelles et les défis environnementaux locaux. En conclusion, cette étude souligne l'importance de l'éducation au changement climatique en Indonésie. Elle met aussi en lumière la nécessité d'une narrativité et d'une approche narrative pour donner aux enseignants les moyens d'aborder l'éducation au changement climatique dans des contextes locaux et culturels.</p> <p>Keywords: Climate change education (CCE); Teachers' narratives; Curriculum integration; Narrative approach; Indonesia; Education Curriculum and Pedagogy</p> <hd id="AN0191500513-2">Introduction</hd> <p>Climate change (CC) is a multi-dimensional threat that looms over our planet, requiring a robust and comprehensive response that addresses more than just the environmental implications. This colossal challenge exerts influences across social, political, economic and cultural landscapes, underlining the need for both global and local strategies that facilitate a range of mitigation efforts, adaptations and policy interventions at various socio-ecological levels (IPCC [<reflink idref="bib27" id="ref7">27</reflink>]).</p> <p>In the context of these multifarious strategies, Climate Change Education (CCE) plays a critical role. CCE is not a simple relay of scientific information, but a holistic educational framework that intertwines the latest scientific discoveries, socio-cultural insights and local realities (McKeown and Hopkins [<reflink idref="bib34" id="ref8">34</reflink>]). By presenting a comprehensive picture of climate change, CCE is intended to equip learners with the tools and understanding to address this complex global issue effectively.</p> <p>Despite its widely recognised global significance, the local implementation of CCE often leaves much to be desired. Multiple studies suggest that national curricula frequently overlook CCE, failing to convey the urgency that CC demands (UNESCO [<reflink idref="bib68" id="ref9">68</reflink>]; Chang and Pascua [<reflink idref="bib11" id="ref10">11</reflink>]). This omission persists despite increasing acknowledgment of the importance of educating students about the dynamic nature of our changing climate and their potential role in mitigating it (Eames [<reflink idref="bib18" id="ref11">18</reflink>]).</p> <p>To address these challenges, education about CC needs to be relevant to students' real-world experiences. Curricula often fail to make this essential connection (e.g. Colliver [<reflink idref="bib14" id="ref12">14</reflink>]), limiting the effectiveness of CCE. Culture plays a vital role in human systems and directly affects people's daily lives. Understanding the connection between climate change and culture can encourage active participation in climate action (Tam et al. [<reflink idref="bib60" id="ref13">60</reflink>]). At the same time, cultural and contextual factors have been found to influence interpretations of CC (Moser [<reflink idref="bib39" id="ref14">39</reflink>]). Cultural complexities such as resource nationalism, where people and governments assert control over natural resources on their territory, further complicate CCE.</p> <p>To address these complexities and concerns, we propose a narrative-based approach. With historical roots in the transfer of knowledge across generations, this approach uses narratives to translate complex, experiential information into relatable stories. Storytelling and narrative research are more than mere tools for extracting information; they also serve as a form of knowledge work and learning (Paschen and Ison [<reflink idref="bib46" id="ref15">46</reflink>]). These narratives help foster a deeper connection with the subject matter, transforming abstract concepts into tangible and contextually relevant knowledge (Ropo and Yrjänäinen [<reflink idref="bib51" id="ref16">51</reflink>]). Regarding CC, it is commonly accepted that stories can have a greater impact on inspiring or discouraging actions related to CC than factual climate information (Chapman et al. [<reflink idref="bib12" id="ref17">12</reflink>]; Moser [<reflink idref="bib38" id="ref18">38</reflink>]; Hinkel et al. [<reflink idref="bib24" id="ref19">24</reflink>]). In the realm of CCE, narratives can help make the intricate dynamics of CC accessible and relevant to students' everyday lives.</p> <p>The proposed narrative approach considers teachers as active participants in the development, implementation and evaluation of the curriculum, rather than mere implementers of it (He et al. [<reflink idref="bib23" id="ref20">23</reflink>]; Schwab [<reflink idref="bib56" id="ref21">56</reflink>]; Gordon et al. [<reflink idref="bib21" id="ref22">21</reflink>]; and Ornstein and Hunkins [<reflink idref="bib43" id="ref23">43</reflink>]). Their narratives, embedded within personal, societal and cultural contexts, offer a unique perspective on their understanding of CC and their strategies for integrating CCE into their teaching. Thus, we argue for the central role of narratives as an innovative, transformative and potent tool for CCE. Narratives drive sustainable change which is essential for a resilient and thriving future.</p> <p>Our study delves into the narratives of secondary school teachers in Indonesia, seeking to understand their perceptions and experiences of CC and CCE. By examining these narratives, we aim to uncover unique insights that can guide the development of an effective, contextually relevant and sensitive CCE curriculum. Through this process, we hope to identify gaps in teachers' knowledge about CC and in the existing school curriculum. Ultimately, our goal is to contribute to a CCE that fosters a comprehensive understanding of CC and equips students with the knowledge, attitudes and skills necessary to tackle this global challenge.</p> <p>To facilitate this exploration, we set the following research questions:</p> <hd id="AN0191500513-3">(RQ 1)</hd> <p> <emph>How do teachers perceive and experience climate change and climate change education in their teaching practice?</emph> </p> <hd id="AN0191500513-4">(RQ 2)</hd> <p> <emph>What narratives do teachers construct about the incorporation of climate change education into the school's curriculum and programmes?</emph> </p> <p>In the following section, the literature review sheds light on scholars' diverse perspectives on CCE and its effective integration strategies. The subsequent sections will explore key findings, approaches and frameworks from previous studies.</p> <hd id="AN0191500513-5">Climate change and climate change education: understanding, fostering knowledge and taking ac...</hd> <p>Climate change (CC) is an urgent global problem demanding immediate action. Its extensive impacts ripple through various aspects of human life, calling for drastic shifts in our relationship with nature (Moser [<reflink idref="bib38" id="ref24">38</reflink>]). Human activities, including uncontrolled greenhouse gas emissions, deforestation and dependence on fossil fuels, significantly contribute to the acceleration of this phenomenon (IPCC [<reflink idref="bib27" id="ref25">27</reflink>]; Rogelj et al. [<reflink idref="bib50" id="ref26">50</reflink>]).</p> <p>Mitigation and adaptation are vital to both climate crisis response and Climate Change Education (CCE) for imparting knowledge and skills (Bangay and Blum [<reflink idref="bib5" id="ref27">5</reflink>]). Mitigation involves educational strategies to reduce greenhouse gases, focusing on energy conservation, sustainable practices and environmental stewardship (Corner and Pidgeon [<reflink idref="bib15" id="ref28">15</reflink>]; IPCC [<reflink idref="bib27" id="ref29">27</reflink>]; Brundiers et al. [<reflink idref="bib7" id="ref30">7</reflink>]). Adaptation, conversely, emphasises resilience and coping with the impacts of climate change, preparing students through teaching about resilience-building, climate-proofing and socioeconomic impact understanding. This approach integrates local practices and knowledge, including agricultural adaptations and disaster preparedness (Biesbroek et al. [<reflink idref="bib6" id="ref31">6</reflink>]; Adger et al. [<reflink idref="bib1" id="ref32">1</reflink>]; Dube and Munsaka [<reflink idref="bib17" id="ref33">17</reflink>]).</p> <p>CCE therefore emerges as an indispensable tool in addressing the unfolding crisis of CC, particularly in regions and countries grappling with unique climatic and socio-ecological complexities, like Indonesia. CCE's importance lies in its potential to empower individuals to understand and proactively respond to the wide-ranging impacts of CC, fostering an informed and action-ready citizenry (Wals [<reflink idref="bib69" id="ref34">69</reflink>]; Mochizuki and Bryan [<reflink idref="bib35" id="ref35">35</reflink>]; Monroe et al. [<reflink idref="bib37" id="ref36">37</reflink>]).</p> <p>Defined by its multidisciplinary approach, CCE blends scientific knowledge with insights into necessary personal and societal changes (McKeown and Hopkins [<reflink idref="bib34" id="ref37">34</reflink>]). It goes beyond the transmission of information about CC to inspire transformative shifts in individuals' worldviews and behaviours. Global sustainability challenges such as climate change cannot be resolved simply by increasing knowledge and literacy. Instead, addressing these challenges requires a more relational and compassionate approach to our way of being and becoming (Wals and Mathie [<reflink idref="bib70" id="ref38">70</reflink>]). Crucially, CCE nurtures soft skills such as critical thinking, problem-solving abilities and emotional intelligence, cultivating a deeper sense of empathy, compassion and responsibility towards our environment and future generations (Ojala [<reflink idref="bib42" id="ref39">42</reflink>]; Leichenko and O'Brien [<reflink idref="bib31" id="ref40">31</reflink>]; Sanson et al. [<reflink idref="bib54" id="ref41">54</reflink>]). CCE integrates CC understanding and practical skills for mitigation and adaptation strategies into the curriculum, empowering students to take action at personal and societal levels (UNESCO [<reflink idref="bib66" id="ref42">66</reflink>]; UNESCO [<reflink idref="bib68" id="ref43">68</reflink>]). It shapes students' values, attitudes and skills, equipping them to effectively combat CC.</p> <hd id="AN0191500513-6">Narrative approaches in climate change education</hd> <p>Various theoretical approaches have been proposed to guide CCE efforts. <emph>Firstly</emph>, some approaches position CC as a crisis, emphasising the need to understand its causes while employing problem-solving approaches. These approaches often align with sustainability education programmes (Stevenson et al. [<reflink idref="bib58" id="ref44">58</reflink>]; Monroe et al. [<reflink idref="bib37" id="ref45">37</reflink>]). <emph>Secondly</emph>, there are approaches that emphasise the ethical and ontological dimensions of CC, focusing on issues such as anthropocentrism, human–nature relationships, and fostering empathy towards non-human entities (Leichenko and O'Brien [<reflink idref="bib31" id="ref46">31</reflink>]; Canlas and Kazakbaeva [<reflink idref="bib9" id="ref47">9</reflink>]). <emph>Thirdly</emph>, there are approaches that emphasise participation and action, aiming to motivate individuals and cultivate proactive attitudes towards CC. These approaches recognise the importance of human agency, encouraging participation, activism and democratisation in addressing CC (Ojala [<reflink idref="bib42" id="ref48">42</reflink>]; Howard-Jones et al. [<reflink idref="bib25" id="ref49">25</reflink>]). <emph>Lastly</emph>, some approaches explore CCE through local and Indigenous perspectives, seeking alternative ways of understanding and connecting with the natural world. Some studies posit that place-based education can increase participants' knowledge, awareness, sense of responsibility, hope, and intentions to take action regarding climate change (Khadka et al. [<reflink idref="bib28" id="ref50">28</reflink>]). Leila Scannell and Robert Gifford ([<reflink idref="bib55" id="ref51">55</reflink>]) found that local, place-based communication was more impactful than global messages because it fosters a stronger connection with individuals and their everyday lives. All these approaches adopt a decolonising and intersectional approach to environmental education, fostering an appreciation for diverse local and cultural perspectives (Kinol et al. [<reflink idref="bib29" id="ref52">29</reflink>]).</p> <p>We need to find ways to incorporate the constantly evolving knowledge about the complexities of CC into CCE, and to develop our capacity to mitigate and adapt to its risks. It is broadly recognised that CCE is essential for transforming teaching and learning in response to the current climate crisis (Paas [<reflink idref="bib44" id="ref53">44</reflink>]; Monroe et al. [<reflink idref="bib37" id="ref54">37</reflink>]). At the same time, the issues CC raises are so complex and multi-faceted that it is difficult to integrate them into the educational setting. However, simple pedagogical solutions such as narrative can help address complex societal challenges such as CC in education (Saari and Mullen [<reflink idref="bib53" id="ref55">53</reflink>]; Canlas and Kazakbaeva [<reflink idref="bib9" id="ref56">9</reflink>]). Assuming that human knowledge <emph>is</emph> narrative (Ropo and Yrjänäinen [<reflink idref="bib51" id="ref57">51</reflink>]) or at least partially narrative (Bruner [<reflink idref="bib8" id="ref58">8</reflink>]), narrative approaches have been recognised as valuable tools in CCE. Narratives, as modes of thought and means of communication, play a pivotal role in understanding how individuals experience, interpret and construct their understanding of CC (Yrjänäinen and Ropo [<reflink idref="bib75" id="ref59">75</reflink>]). Narratives provide insights into personal and social positioning processes, understanding of self (Bruner [<reflink idref="bib8" id="ref60">8</reflink>]), cultural identities, and the challenges and acceptance of certain lifestyles and conceptions (Ropo and Värri [<reflink idref="bib52" id="ref61">52</reflink>]). CCE can therefore create links between an individual's identity, life and experiences and the wider impact of CC on their surrounding environment.</p> <p>Mithra Moezzi et al. ([<reflink idref="bib36" id="ref62">36</reflink>]) highlight the strength of the narrative approach in communicating among diverse stakeholders. Jana-Axinja Paschen and Ray Ison ([<reflink idref="bib46" id="ref63">46</reflink>]) examine the narrative as both a methodology and a transformative shift in the field of CC adaptation research. In an educational setting, narrative can be used to present the complexities of CC to students in a more relatable and engaging way (Moezzi et al. [<reflink idref="bib36" id="ref64">36</reflink>]; Hinkel et al. [<reflink idref="bib24" id="ref65">24</reflink>]). The use of narrative approaches allows both teachers and students to explore their experiences and perceptions of CCE. It fosters an understanding of how CC is integrated into teaching goals and practices and how multiple narratives, including local narratives, intertwine with the educational context. Moreover, narratives can provide insights into the design of curricula and teacher training programmes that support CCE in schools (Hinkel et al. [<reflink idref="bib24" id="ref66">24</reflink>]).</p> <hd id="AN0191500513-7">Climate change education in Indonesia: Local context and initiatives</hd> <p>As the world's fourth most populous nation, Indonesia faces significant challenges on the frontlines of CC. Situated within the Pacific Ring of Fire, this Southeast Asian archipelago is highly vulnerable to natural disasters, sea level rise and biodiversity loss (IPCC [<reflink idref="bib27" id="ref67">27</reflink>]). With the third-largest rainforest on the planet, Indonesia is currently struggling to strike a balance between rapid economic growth and environmental conservation (Tang [<reflink idref="bib61" id="ref68">61</reflink>]).</p> <p>Parallel to the environmental battle, Indonesia's education system has undergone transformative change in recent years. As reported by the World Bank ([<reflink idref="bib73" id="ref69">73</reflink>]), substantial progress has been made in expanding enrolment rates and enacting policy reforms to elevate the quality and inclusivity of education. However, despite these encouraging advancements, the integration of CCE within the national curriculum remains insufficient.</p> <p>The current curriculum, while acknowledging the importance of environmental education, fails to emphasise the urgency of addressing climate change (Parker and Prabawa-Sears [<reflink idref="bib45" id="ref70">45</reflink>]). The existing education framework often struggles to relate environmental issues to real-world contexts. These limitations underscore the pressing need for innovative strategies and initiatives to boost CCE in Indonesia (Tang [<reflink idref="bib61" id="ref71">61</reflink>]).</p> <p>Various local initiatives have arisen to address these challenges. The <emph>Adiwiyata</emph> or green school programme launched in Indonesia in 2006, for example, fosters eco-friendly practices and integrates CCE within school curricula (KLHK [<reflink idref="bib30" id="ref72">30</reflink>]; Nurrochmat et al. [<reflink idref="bib40" id="ref73">40</reflink>]). Non-governmental organisations (NGOs) contribute significantly to this landscape by collaborating with local communities, schools and government bodies to heighten CC awareness through diverse programmes and activities. However, the nationwide implementation of CCE remains patchy and underdeveloped (Parker and Prabawa-Sears [<reflink idref="bib45" id="ref74">45</reflink>]). Comprehensive policies, resources and professional development programmes for educators are needed to deliver CCE effectively across Indonesia.</p> <p>Against this backdrop, we argue for the adoption of a narrative-based approach to CCE. This innovative methodology harnesses the power of teachers' narratives – woven from their personal, societal and cultural contexts – to offer invaluable insights into the perception and integration of CC within the educational arena. By converting abstract concepts into tangible experiences, this approach can make CC more accessible and relevant to students (Nusche et. al. [<reflink idref="bib41" id="ref75">41</reflink>]).</p> <p>Indonesia's rapid development and particular vulnerability to CC provide a compelling context for educational research to advance CCE. Local initiatives have started building foundations in this regard. The narrative approach is one of the most promising options for developing comprehensive and effective CCE.</p> <hd id="AN0191500513-8">Methodology</hd> <p>The study we present here was conducted in three schools located in Aceh Province, Indonesia, in the districts of Pidie, Bireuen and Lhokseumawe. Aceh has a history of past conflict that was resolved in 2005. Moreover, the tsunami in 2004 caused massive damage to the area. The schools in the present study were constructed in 2006 as part of the rebuilding process after the tsunami. They provide elementary (primary), middle (lower secondary) school and (upper) secondary education.</p> <p>The study utilised a qualitative research approach with a focus on narrative methodology (Stanley and Temple [<reflink idref="bib57" id="ref76">57</reflink>]) for data collection and analysis. The methodology is centred around making sense of personal experiences, creating meanings, and exploring positional changes through storytelling (Hyvärinen [<reflink idref="bib26" id="ref77">26</reflink>]). Data were collected between July and December 2022 through interviews conducted in Bahasa with eleven junior high (lower secondary) school teachers (six women and five men) from three Sukma Bangsa Schools (SSB) in three cities in Aceh. We selected these three schools for data collection due to their participation in an international Team Finland Knowledge (TFK) project (Makrooni et al. [<reflink idref="bib33" id="ref78">33</reflink>]) with the Sukma Bangsa Foundation.[<reflink idref="bib1" id="ref79">1</reflink>] Interviewees held bachelor's degrees in different subjects including science, mathematics, geography, social studies, religious studies and physical education. Teacher experience varied from three to seven years. The interviews, ranging from 30 minutes to one hour in duration, covered topics such as teachers' understanding and observations of CC, their experiences in teaching CC, and their observations of students' responses. The interviews also touched upon teachers' involvement in disseminating CC information and fostering behavioural changes within the school community.</p> <p>We selected 11 interviews to capture a diverse range of perspectives among teachers teaching different subjects. While this may seem like a small number, it is important to note that the aim of qualitative research is depth rather than breadth. We set out to gain a deep understanding of the experiences and perspectives of participants within a specific context. The concept of transferability, as discussed by Yvonna Lincoln and Egon Guba ([<reflink idref="bib32" id="ref80">32</reflink>]), is more relevant to qualitative studies than generalisability. Transferability refers to the extent to which the findings can be applied to other contexts or settings, facilitated by detailed descriptions of the research context and participants. Our selection of teachers from Sukma Bangsa schools was intentional, as these schools had already initiated various climate change and environmental programmes. In qualitative research, purposeful sampling is employed to choose participants who can offer rich, detailed insights into the phenomena being studied (Creswell [<reflink idref="bib16" id="ref81">16</reflink>]; Patton [<reflink idref="bib47" id="ref82">47</reflink>]). We concluded interviews at the point of theoretical saturation, ensuring comprehensive coverage of various experiences and maintaining the validity of our research. At this point, no new significant concepts or relevant data pertaining to the study emerged (Weller et al. [<reflink idref="bib72" id="ref83">72</reflink>]).</p> <p>The interviews were audio-recorded and transcribed in Bahasa. The data were analysed jointly in both Bahasa and English (using translation), which improved the data quality and trustworthiness (Church et al. [<reflink idref="bib13" id="ref84">13</reflink>]). The interviews were analysed primarily using thematic narrative analysis (Polkinghorne [<reflink idref="bib48" id="ref85">48</reflink>]; Riessman [<reflink idref="bib49" id="ref86">49</reflink>]) which emphasises understanding the meanings and insights conveyed by the participants through their stories (Gibbs [<reflink idref="bib20" id="ref87">20</reflink>]; Riessman [<reflink idref="bib49" id="ref88">49</reflink>]). Initially, we subjected each respondent's narrative to a thorough reading and conducted open coding on key ideas, concepts or themes emerging from the data. Codes were reviewed and grouped into broader themes based on common patterns or topics within the narratives. The next step was to identify common themes across participants' narratives in order to examine how the respondents portrayed their perceptions and experiences related to CC issues in the classroom and school setting.</p> <p>The concept of self-positioning and other-positioning within narratives was also applied in this study (Harré and Langenhove [<reflink idref="bib22" id="ref89">22</reflink>]). In a three-level analysis (Bamberg [<reflink idref="bib4" id="ref90">4</reflink>]), we explored how teachers positioned themselves and others (students, other teachers, school staff, etc.) in relation to dominant narratives or discourses concerning climate change as a phenomenon, as a subject of study in teaching and learning, in the curriculum, in school, and in the broader community. In the micro-level analysis, we examined how individual participants interpreted their own experiences related to CC and CCE. In the meso-level analysis, we looked at how different parts of the story were connected and organised, and how these connections contributed to the overall narrative construction on CC and CCE. In the macro-level analysis, we sought to understand how individual stories related to and were influenced by larger cultural and societal narratives. This thorough process allowed us to construct a detailed understanding of how teachers narrate their experiences and perceptions of CCE, revealing how they integrate these concepts into their teaching practices and curriculum. The general ethical considerations in this study are based on the guidelines issued by the Finnish National Board on Research and Integrity (TENK) in 2019, which contain all of the principles and instructions that researchers should follow when conducting research (TENK [<reflink idref="bib62" id="ref91">62</reflink>]).</p> <p>We employed a number of strategies to ensure the validity and reliability of our thematic analysis. These included member checking, where preliminary findings were reviewed with participants to confirm accuracy and relevance, and peer debriefing, where analysis procedures and findings were discussed with colleagues to provide external validation and minimise bias. Additionally, the findings were validated through two pilot workshops. These workshops included the eleven junior high school teachers interviewed from Sukma Bangsa schools, as well as junior high school teachers from a vocational school in Cirebon, Indonesia and student teachers from the Faculty of Education at the Universitas Pendidikan Indonesia. This further validated the results and ensured their applicability in practical teaching contexts.</p> <hd id="AN0191500513-9">Findings</hd> <p>From our data analysis, we identified three themes that we refer to as narratives about CC knowledge, teaching/learning and curriculum, and school culture. These themes are relevant to both of our initial research questions. However, there are also overlapping themes. For example, in the narratives about CC knowledge, the issue of waste management was both a cause of CC and a main theme in an ongoing campaign in the school culture. The themes identified in this study also show how teachers positioned themselves in their narratives about CCE.</p> <hd id="AN0191500513-10">Narratives about climate change knowledge</hd> <p>The first theme identified in teachers' narratives relates to CC itself and how they view this phenomenon. When the teachers described CC, they associated it with the following terms: "changing of weather", "weather anomaly" and "disaster". The narratives are also associated with unpredictability: the unpredictable months associated with wet and dry seasons, the unpredictable weather, and the unpredictable increase in temperatures. Teachers also described the increasing occurrences of natural disasters such as floods that affected farming and disrupted normal activities in their regions. The respondents positioned themselves as endorsers of understanding CC as a human-caused phenomenon with real-life visible consequences. For this reason, they regarded CC as an important topic to be included in the school curriculum. For example, one of the interviewees who taught mathematics said:"Climate change is the change in the circumstances around us, especially related to the environment, which is the impact of human activities on nature."</p> <p>In relation to CC itself as knowledge and content for teaching, the respondents positioned themselves variously as "aware or knowledgeable" or "not well aware or knowledgeable". The way that they think about and understand CC indicates how confident they are about integrating CC into their subject teaching. Some respondents indicated a deeper understanding and knowledge of CC and linked it with traditional narratives of adaptation and mitigation using local stories, terms and practices. Such narratives were mainly related to their previous experiences living and working in their villages with their parents and/or grandparents on their farms, as well as the adaptation and mitigation strategies that they had seen, heard and learned from the villagers or local communities. For example, one of the interviewees who taught physical education pointed out:"There, more or less, our parents taught us to predict what the weather would be like. If it rains after the wind, it will be a wet season for the next week. If it is hot after the wind, it means it will be a dry season for the next week or month."</p> <p>The quote above shows the Indigenous and traditional weather forecasting techniques that have been used as part of the villagers' adaptive lifestyles and livelihoods. They used such narratives to explain how the weather became unpredictable and impacted local farmers' livelihoods. Unpredictability of weather is a clear sign of CC for local people and farmers. This shows that teachers' understanding of CC is deeply intertwined with local experiences, narratives and traditional ways of life and work.</p> <p>The teachers' narratives depict a distinct historical perspective on the relationship with nature. They highlight how people in the past interacted harmoniously with the climate and emphasised a balanced coexistence between humans and nature. These narratives reflect a cosmological understanding of living in harmony with nature and maintaining equilibrium in the human–nature relationship. For instance, the respondents' narratives described a cyclical process of obtaining essential resources from the environment and giving back transformed waste in a manner that benefits nature and other organisms.</p> <p>Teachers have observed the gradual disappearance of such local and traditional knowledge, especially in rural areas with rice-field farming economies, where new technologies have replaced traditional practices. For example, one of the interviewees who taught geography said:"In the past, there were customs. In the past, the harvest was twice a year. Now we can harvest three times a year because there is irrigation."</p> <p>This statement notes technological progress and highlights a shift away from traditional and local eco-friendly practices to more technology-driven methods. Modern advancements may unintentionally contribute to CC, underscoring the need to integrate traditional knowledge into education. This quote and similar statements shed light on the ways in which teachers understand and conceptualise CC. They recognise the ways that technological advancement alters traditional practices, affecting their life conditions. They realise that their local and traditional ways of working were in harmony with nature and more sustainable.</p> <p>Overall, respondents' narratives on climate change (CC) reflect diverse associations with local events, values and traditional ways of life. These narratives also reveal varied perspectives on CC, shaped by personal experiences and the perception of imbalances in nature and humans' relationship with it. Teachers' narratives identified how the learning process, as a form of meaning-making through storytelling, can effectively communicate the connection with related local knowledge and practices.</p> <hd id="AN0191500513-11">Narratives about CC teaching/learning and curriculum</hd> <p>The second theme focuses on respondents' narratives regarding their engagement with CC in teaching and the integration of CC into their subjects. Many respondents are familiar with Education for Sustainable Development (ESD) and described practices related to this topic. The Sukma Bangsa schools have already initiated various climate change and environmental programmes. Additionally, many teachers from these schools participated in an international curriculum development course for CCE in the Global South (TUni [<reflink idref="bib65" id="ref92">65</reflink>]). The course was funded by the Finnish University Partnership for International Development (UniPID) and organised by Tampere University three times between 2020 and 2023. It was taught by lecturers who are actively involved in this current research. However, not all respondents had the same level of awareness about CCE. Teachers' narratives reveal that CC is taught in a way that promotes awareness, behaviour modification, and the cultivation of values that empower students to adopt a proactive and responsible environmental stance. In their narratives, teachers emphasised the connection between environmental issues and their subject teaching and learning at school. Their narratives reveal various strategies that they use to integrate CC into their teaching, highlighting different subject positions in relation to CC. For example, one of the interviewees who taught mathematics pointed out:"The environment is part of all learning. Going to school is more about how to teach children about protecting the environment so that later it will be sustainable ... For me, mathematics is part of the environment. Because if I teach mathematics more contextually, it will be better interrelated with the current environmental issues."</p> <p>Teachers' narratives indicate the value of education in shaping environmentally responsible individuals. Schools play a vital role in teaching children about environmental protection and strategies for dealing with CC. In the quote above, integrating subjects like mathematics with environmental issues such as climate change not only helps students understand the real-world implications of mathematical concepts, but also cultivates a deeper understanding of the environmental issues themselves.</p> <p>Teachers' perspectives on integrating CC into their subjects varied based on their personal experiences, academic backgrounds, knowledge and attitudes. While all teachers acknowledged the possibility of teaching CC in different subjects, their approaches and strategies differed. Some viewed CC as a separate topic that could be inserted into their curriculum, using terms like "has no linkage" or "novel topic" to describe the relationship with their subjects. For example, one of the teachers who taught social sciences said:"Sometimes the content of our subject is not related [to CC], and I forget to remind students without this [direct] connection. If there is a specific curriculum for CCE, maybe then the relevance is always there, but without this specific curriculum, integration is limited to topics that are directly relevant to their subjects."</p> <p>Teachers' descriptions of the links between CC and their subjects revealed how they perceived CC based on its relevance to their subject knowledge. For some, there was a direct link that allowed them to incorporate scientific aspects of CC into subjects such as biology, physics or geography. Meanwhile, some topics might not have an immediate or obvious connection to their subjects since CC is not addressed in their curriculum. In response, teachers acknowledged the importance of integrating CC into their curriculum to ensure that it becomes a consistent and integral part of their subjects.</p> <p>Teachers' narratives show the significance of including CC topics in the curriculum, especially given the dominant and most visible environmental challenges. Teachers emphasise focusing on local problems and finding solutions in students' surroundings for CCE, aiming to generate interest and engagement. For example, one geography teacher said:"I think it is important to integrate [CC] considering recent earth conditions, so students will be aware not to litter ..."</p> <p>The quote above emphasises that by incorporating CC into education, students can become more aware of environmental issues such as littering. This reflects a recognition of the interconnectedness between broader environmental challenges like CC and individual behaviours such as littering. In their narratives, teachers emphasised the importance of combating widespread littering due to its immediate environmental threat and its contribution to pollution and ecosystem degradation. Recognising the link between littering and broader environmental issues, teachers support integrating waste management into the curriculum and school programme. This fosters students' awareness of the consequences, aligning CCE goals. Teachers believe that addressing the visible problem of litter shapes an eco-conscious generation, actively mitigating broader climate impacts.</p> <p>Teachers described employing strategies such as imparting moral instructions to promote appropriate behaviours regarding CC mitigation, or utilising local recent disasters to highlight the impact of CC. Such strategies are illustrated in the following quote by a mathematics teacher:"Calculating volume in maths can be done for example by using used water bottles. Furthermore, the wasted bottles can be [also] used as teaching aids for numbers or linear equations... at the same time it teaches children that we can re-use them ... That's all I can say for the CC curriculum."</p> <p>This teacher is explaining how he integrated CC into his subject teaching by using waste materials such as used water bottles. This demonstrates a creative and hands-on approach to learning, making mathematical concepts more tangible and relevant to students' everyday lives. At the same time, it also teaches children about the value of reusing materials and reducing waste, aligning with CC education goals. Overall, the quote illustrates how teachers can creatively incorporate CC topics into their teaching, demonstrating practical applications, promoting sustainability and fostering interdisciplinary learning.</p> <p>Teachers therefore have the power to transform students' awareness, behaviours and attitudes towards CC, inspiring them to take action. They recognise the importance of going beyond the mere imparting of factual knowledge in order to foster meaningful change. Teachers employed various practices to promote CCE and behaviour modification among students. They reminded students to dispose of trash properly, engage in collective garbage collection and sorting, and encourage energy conservation. Teachers encourage these protective and caring behaviours using values rooted in religion and morality. They draw on religious and local stories which distinguish between virtuous and sinful actions. Students are taught that responsible trash disposal benefits themselves and the community, while littering is seen as harmful. The allusion "No one might see, but God sees!" emphasises the importance of moral behaviour even when unobserved. On this topic, one teacher who taught religion said:"In religious education, taking care of plants, birds, and being kind to all living beings is emphasised ... and [it is about] being kind. We are not just kind with people; we should also be kind with animals and plants."</p> <p>In this statement the teacher highlights how religious education promotes values such as care and kindness towards nature. This suggests that religious teachings can serve as a foundation for environmental awareness and actions, as they emphasise the interconnectedness and value of all living beings. The quote expands the concept of kindness beyond human interactions to include care for plants and animals, prompting students to take action towards environmental responsibility. This supports efforts to address climate change and promote sustainability.</p> <p>The teachers' narratives revealed a multifaceted engagement with CCE, encompassing learning about CC, promoting values and behaviour change, and embracing mitigation and adaptation strategies. These narratives indicated a transition from passive to active involvement in addressing CC, with a key emphasis on enhancing understanding, knowledge and skills for mitigating CC.</p> <p>The teachers interviewed emphasised the importance of CCE to enable students to make connections between their learning and real-world experiences, fostering a greater recognition and awareness of the ongoing effects of CC. As one of the teachers who taught social sciences said:"By integrating CCE, the things they [the students] have read can [help them] better recognise the impacts that are already being felt, such as that the earth is getting hotter."</p> <p>This quotation highlights the importance of integrating CCE into the curriculum and its value in equipping students to recognise the impacts of climate change, such as rising global temperatures. It emphasises the significance of connecting the concept of climate change with what students are learning. By integrating CCE into the curriculum, educators ensure that students understand how various subjects relate to and are impacted by climate change. Integrating CCE into the curriculum results in a deeper grasp of CC among students, making them more likely to be motivated to act and implement solutions to environmental concerns.</p> <p>Teachers' awareness and pedagogical knowledge about CC enables them to implement diverse methodologies in the classroom. Strategies such as discussion, problem-solving and project-based learning foster critical thinking, understanding and student engagement. The topics chosen for analysis and discussion revolve around issues in the local environment, current affairs and other subjects relevant to understanding the causes and consequences of CC and the role humans play in causing it. For example, one of the teaches who taught social studies explained that:"Usually, I select learning materials according to the environmental issues that are currently topical. For example, if there is a flash flood, we analyse why this flash flood occurs. How can we prevent it? What should we do, what do you see here, what harm do we feel, who plays a role here? ..."</p> <p>The above statement shows that the teacher is aware of and up to date on current environmental events. She chooses current and relevant topics like flash floods to encourage students to engage with real-life issues that affect them locally. The teacher invites her students to understand environmental issues by exploring their causes and effects, fostering critical thinking and an awareness of how human actions affect natural systems. Overall, the teacher's approach extends beyond theoretical understanding to practical application which can enhance the students' critical thinking. She encourages the application of knowledge to real-world scenarios, fostering a sense of agency and empowerment among students.</p> <p>Teachers' narratives highlight sporadic attempts to address and connect their subjects to CC. However, the lack of embeddedness of CC in the curriculum and the absence of systematic planning made this more difficult. Teachers expressed a lack of support from the curriculum and school policies, making it challenging for them to tackle CC alone. Moreover, teachers' attitudes towards CC appeared to influence how they incorporated it into their subjects. While some teachers integrated CC through subject linkage, materials selection and moral instruction, the extent of integration varied. Overall, the teachers did not paint a picture of systematic integration of CC across different subjects.</p> <hd id="AN0191500513-12">Narratives about school culture</hd> <p>The respondents shared their experiences in developing and maintaining a school culture with respect to CCE and education for sustainable development (ESD). These efforts encompassed both classroom and non-classroom activities, including campaigns and various programmes that promote collaboration among school members. The teachers' narratives revealed specific environment-related initiatives carried out under the <emph>Adiwiyata Green Schools Indonesia</emph> programme that comprise various activities and campaigns. For example, there was a campaign called "Bring your tumbler!" which encouraged students to reduce plastic bottle waste in their schools by taking filled tumblers from home and refilling them at school when needed instead of buying bottled drinks. The narratives also described various competitions and activities to promote school culture, some in celebration of events such as World Tree Day, Earth Day, etc., in which teachers acted as organisers or collaborators. The quote below exemplifies the campaigns discussed by a science teacher:"Teachers and students collaborate on a photography competition programme with environmentally friendly actions. We invite a jury from the community, someone who is knowledgeable about photography ... and I think we need to use the momentum generated by these events to raise awareness of environmental issues such as reforestation."</p> <p>This quotation reflects collaborative and participatory education principles, where teachers and students work together to organise a photography competition focused on environmental actions. It encourages experimental learning and involvement from the community. It shows how schools can play a vital role in engaging teachers, students and the wider community in innovating meaningful activities to address environmental issues effectively. It highlights how activities like campaigns and competitions can inspire positive attitudes and actions to address climate change.</p> <p>Teacher narratives reveal a direct relationship between certain aspects of school culture development and sustainability, which are closely linked to CCE. For instance, teachers implemented various strategies to promote cleanliness, such as incorporating explicit instruction in their classes, placing signs throughout the school premises, coordinating scheduled trash collection hours, organising student cleaning groups and facilitating related activities. Competitions were also arranged within schools for this purpose, with awards being set for the cleanest classroom every semester. To foster energy conservation awareness, the schools consistently campaigned for teachers and students to monitor their electricity usage both inside and outside the buildings. For example, one interviewee who taught science remembered:"I met with the school management. I had the idea to put a sticker on every electrical device and light switch. [There are labels] when they are not in use 'turn off the light', 'turn off the fan', 'turn off the air conditioner'. [But in our campaign] it is not only about labelling [the electrical devices] at school but [encouraging similar actions] at home to conserve energy."</p> <p>The quote highlights the role of teachers in various campaigns and programmes. Some teachers took on leadership roles and initiated actions. They not only organised activities and provided instruction but also positioned themselves as role models for the desired behaviour. Teachers played a crucial role in fostering awareness of nature preservation through both in-class and outdoor activities such as scouting. Their involvement in school programmes positioned them as initiators and role models for the entire school community. This highlights the significance of a whole-school approach towards mitigating CC. However, it is important to note that not all teachers share the same level of commitment and responsibility towards environmental conservation. There were also some collaborative school projects in which two or more teachers from different subjects were involved. This was frequently described in teachers' narratives as an essential strategy for addressing CC in school and strengthening cross-subject linkages in their teaching.</p> <p>Despite the challenges and contradictions, teachers acknowledged that school activities could raise students' awareness and promote sustainable behaviours. However, they recognised the need for additional strategies and activities. They highlighted the potential conflict between school practices and external influences from the community and families, as well as the importance of a supportive culture and school infrastructure to sustain these habits. One teacher shared an example of parents complaining about their children's bags being filled with trash, indicating a tension between home and school expectations.</p> <hd id="AN0191500513-13">Discussion</hd> <p>As many authors have emphasised, a narrative approach is crucial for conveying the importance of addressing CC and equipping individuals with the necessary knowledge, skills and values to do so (Parker and Prabawa-Sears [<reflink idref="bib45" id="ref93">45</reflink>]). Through narratives, educators effectively communicate complex concepts, fostering a deeper understanding among learners. Different perspectives and experiences shared in narratives create a comprehensive and engaging learning environment. This approach cultivates environmental responsibility, enabling learners to contribute to reducing environmental degradation and comprehending the global context of CC (Stickney and Skilbeck [<reflink idref="bib59" id="ref94">59</reflink>]).</p> <p>The qualitative study presented in this article utilised narrative analysis of teacher interviews to explore the current state of CCE, focusing on perceptions and experiences of teachers from three Sukma Bangsa Schools (SSB) in Aceh, Indonesia. We explored how teachers perceived, experienced, implemented and integrated CC into teaching practices, curriculum and school programmes. The findings revealed three prominent themes of narrative plots: narratives about CC, narratives about teaching and curriculum, and narratives about school culture. These findings reveal the importance of implementing a "real-world" curriculum to encourage students to understand CC and to act sustainably (Colliver [<reflink idref="bib14" id="ref95">14</reflink>]).</p> <p>The teachers' narratives on CCE reflected diverse perspectives based on personal experiences and observations. They frequently emphasised local concerns like global warming, shifting seasons, and the impact of natural disasters such as floods and landslides. Waste management emerged as a recurring theme, highlighting its role in CC and as a primary focus for mitigation efforts (World Bank [<reflink idref="bib73" id="ref96">73</reflink>]). Moreover, teachers' understanding of CC was influenced by their own experiences and cultural backgrounds, drawing connections with local disasters, traditional knowledge, values and ways of life.</p> <p>Some teachers discussed the causes of CC, aligning with what Jeff Stickney and Adrian Skilbeck ([<reflink idref="bib59" id="ref97">59</reflink>]) refer to as the "CC as crisis" approach. This critical approach emphasises understanding the causes of the crisis and advocates for transformative education through problem-solving approaches. In this vein, Rosalyn McKeown and Charles Hopkins ([<reflink idref="bib34" id="ref98">34</reflink>]) emphasise the importance of science education and transformative features in CCE. Meanwhile, the bicycle model of CCE proposed by Hannele Cantell et al. ([<reflink idref="bib10" id="ref99">10</reflink>]) offers a more holistic approach, incorporating additional aspects such as knowledge, thinking skills, values, identity, worldview, action, motivation, participation, future orientation, hope and emotions.</p> <p>The support of teachers in teaching students and the connection between human activities and CC is also an important finding. All teachers interviewed emphasised values such as respecting and caring for nature, minimising waste and engaging in positive actions. Teachers employed various strategies such as values-based and reasoning-based approaches to foster awareness, attitudes and responsible behaviours in addressing CC. Engaging students in philosophical discussions and addressing familiar environmental concerns in the classroom contributed to students' sense of identity and shaped their perceptions of CC and their responsibilities in addressing it. However, ensuring consistent student behaviour has proven to be challenging. A narrative approach to emphasise relevant local stories could play a vital role here. The narrative approach is of great value to CCE, as it can simplify complex information, support understanding, and help understand connections (Ropo and Yrjänäinen [<reflink idref="bib51" id="ref100">51</reflink>]).</p> <p>In a survey of teachers conducted by the United Nations Educational, Scientific and Cultural Organization (UNESCO [<reflink idref="bib68" id="ref101">68</reflink>]), almost 95% acknowledged the importance of teaching about CC, but less than 40% felt confident doing so, with only about one-third able to explain its local impact. To address this gap, it is crucial to recognise the connection between local knowledge, local wisdom and CCE. Our study suggests that teachers' views on climate change are influenced by their beliefs regarding the interconnectedness of humans and the environment, which in turn are often rooted in traditional knowledge and local practices. It is therefore crucial to acknowledge and consider diverse worldviews about these relationships in CCE.</p> <p>The narrative approach is instrumental in strengthening the human connection with nature and facilitating the transmission of local values such as living in harmony with nature. It also emphasises the importance of adaptation and mitigation strategies (Stickney and Skilbeck [<reflink idref="bib59" id="ref102">59</reflink>]). Integrating local wisdom and rural knowledge about CC into the curriculum and teaching using a narrative approach can help prepare children to understand, feel responsibility for, and effectively manage CC impacts. The research conducted by Ben Yang et al. ([<reflink idref="bib74" id="ref103">74</reflink>]) demonstrated that environmental education grounded in storytelling can significantly enhance children's awareness of environmental issues. This is particularly evident in their knowledge about and attitudes towards the environment. In exploring the influence of narrative on climate change, it is crucial to reference Alexa Weik von Mossner's ([<reflink idref="bib71" id="ref104">71</reflink>]) ecocritical approach. Her framework reveals that our interaction with environmental narratives is influenced by both biological and cultural factors, highlighting how our understanding of these stories encompasses both our physical reality and our imaginative experiences. Through narrative, individuals gain a deeper understanding of their relationship with their environments, fostering a sense of caring and responsibility.</p> <p>This study emphasises the importance of interdisciplinary collaboration among teachers to effectively integrate CC into their subjects. Furthermore, the range of activities, programmes and campaigns demonstrates the capacity to integrate CC into the school culture, specifically in the collectivistic culture. It also underscores the capacity of schools as institutions to involve families and communities to promote sustainable behaviours and actions to address CC. This demonstrates how these schools' activities can enable teachers to position themselves more effectively in raising awareness and fostering collective action to combat climate change and environmental degradation.</p> <p>The school programmes and the campaigning culture also illustrate a shared motivation within the school community to address CC through various initiatives. School culture as one of the thematic findings of this study aligns with the recommendation of UNESCO ([<reflink idref="bib67" id="ref105">67</reflink>]) and the European Union (Tilbury and Galvin [<reflink idref="bib63" id="ref106">63</reflink>], EC [<reflink idref="bib19" id="ref107">19</reflink>]) to adopt a <emph>whole-school approach</emph> for embedding sustainable development into all educational processes. One of the conceptualisations of the whole-school approach is the flower model developed by Arjen Wals and Rosalie Mathie ([<reflink idref="bib70" id="ref108">70</reflink>]) with the school's vision, ethos, leadership and coordination at its centre. Surrounding this core are various elements of the school, such as the curriculum, capacity building, pedagogy and learning, institutional practices and community connections (Torsdottir et al. [<reflink idref="bib64" id="ref109">64</reflink>]). The narrative approach described by Moezzi et al. ([<reflink idref="bib36" id="ref110">36</reflink>]) effectively communicates the perspectives of different actors in this context.</p> <p>The findings of this qualitative study highlight the need for teachers to integrate CC into education by considering both the planned curriculum and the local context. Furthermore, they highlight the importance of a comprehensive curriculum and integrating CCE into a broader range of subjects beyond just science or chemistry, including social studies, religion, physical education and mathematics. This aligns with the work of Arifah Abdul Karim Aini et al. ([<reflink idref="bib2" id="ref111">2</reflink>]) in Malaysia, which highlights the need for a comprehensive curriculum that empowers Malaysian teachers and students to create an environment conducive to CCE. This integration requires continuous negotiation, and narratives can play a pivotal role in this process. Ted Aoki ([<reflink idref="bib3" id="ref112">3</reflink>]) refers to this as "curriculum as lived", emphasising the significance of teachers' multiple identities and dialogical processes in curriculum negotiations. In this study, teachers positioned themselves as role models, implementers of the planned curriculum, collaborators and members of the local community to enhance students' understanding and responsibility. Examining how teachers position themselves within the context of CCE underscores the importance of creating opportunities for dialogical processes where they can negotiate their roles and empower themselves.</p> <p>In conclusion, this study reveals the immense potential of narrative and narrativity in effectively engaging teachers, students and whole schools, as well as uncovering local challenges and potential when addressing CCE. It highlights the crucial role of teachers' narratives, knowledge, skills, competencies and attitudes in integrating CC into teaching subjects, curriculum and school programmes. Incorporating local wisdom, narratives and concerns empowers teachers and facilitates students' learning and behavioural changes towards both adaptation and mitigation of climate change. Focusing on how teachers' identities and positioning evolve in the context of CCE provides valuable insights into their adaptation and effectiveness in the climate change context. By addressing these aspects, policies can enhance educators' capacity to engage students meaningfully, fostering a deeper understanding of climate issues and promoting sustainable practices through effective mitigation and adaptation. Collaboration among teachers from different subjects within the school community and fostering a collective culture further enhance the effectiveness of CCE implementation. The collaborative culture observed in Sukma Bangsa schools presents an opportunity for implementing inclusive curriculum initiatives, professional teaching strategies, and systematic school projects and activities. In line with this, a more systematic approach is required to empower teachers' attitudes, knowledge and pedagogy. Teacher education programmes for both pre-service and in-service teachers are essential in this context, due to their pivotal role in shaping future generations. Teacher professional development programmes should take greater account of local and historical contexts to ensure the effective integration of climate education. Narrative can be a powerful tool for understanding historical contexts and promoting sustainability in resource management.</p> <p>Future studies should investigate how teachers' identities and positioning affect their effectiveness in CCE. Additionally, examining how these approaches influence students' learning, engagement and sense of responsibility regarding climate change could provide valuable insights to enhance educational practices and policies. To maximise the potential of narrative-based CCE, policymakers can invest in comprehensive teacher training programmes that emphasise local context, collaborative practices, and the development of teachers as agents of change. By supporting research on the relationship between teacher identity and narrative-based CCE outcomes, policymakers can create evidence-based strategies for enhancing student learning and engagement in climate action. Additionally, fostering collaborative partnerships between schools, communities and policymakers is essential for scaling up successful CCE initiatives and creating a sustainable future.</p> <hd id="AN0191500513-14">Acknowledgments</hd> <p>Special thanks to Samsir Alam, Susan Sovia, Sansrisna, Marthunis, Sarli Vanti and Dewi Puspita Sari from Sukma Bangsa for data collection and transcription. Special thanks to Dadi Mulyadi, M.Pd. and Angga Hadiapurwa, M.Pd., from the Faculty of Education, Universitas Pendidikan Indonesia (UPI), Indonesia, for their collaboration in practical arrangement in conducting this empirical study.</p> <hd id="AN0191500513-15">Funding</hd> <p>Open access funding provided by Tampere University (including Tampere University Hospital). The study is based on the "Team Finland Knowledge (TFK)" project on Curriculum development for CCE. The project has been funded by the Finnish National Agency for Education (2021–2023) and Opetushallitus (Grant No. 154/83/2021). Data collection in Indonesia was partially funded by the Sukma Foundation.</p> <hd id="AN0191500513-16">Data availability</hd> <p>The data that the findings of this study are based on are not publicly available as the original data are in Indonesian language.</p> <hd id="AN0191500513-17">Declarations</hd> <hd1 id="AN0191500513-18">Ethical approval</hd1> <p>The general ethical considerations in this study are based on the guidelines issued by the Finnish National Board on Research and Integrity (TENK) in 2019.</p> <hd id="AN0191500513-19">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0191500513-20"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Adger WN, Arnell NW, Tompkins EL. Successful adaptation to climate change across scales. 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Retrieved 5 March 2025 from https://trepo.tuni.fi/handle/10024/103171</bibtext> </blist> </ref> <ref id="AN0191500513-21"> <title> Footnotes </title> <blist> <bibtext> For more information about the Sukma Bangsa Foundation, visit https://sukmabangsa.sch.id/about-us/ [accessed 31 March 2025].</bibtext> </blist> </ref> <aug> <p>By Golaleh Makrooni; Satia Zen; Khairil Azhar; Eero Ropo; Mohammad Ali and Laksmi Dewi</p> <p>Reported by Author; Author; Author; Author; Author; Author</p> <p></p> <p>Golaleh Makrooni Golaleh Makrooni is a postdoctoral research fellow and part-time teacher in the Faculty of Education and Culture at Tampere University, Finland. She earned her PhD in Education and Society from Tampere University. Her research focuses on the intersection of migration and education, with a recent emphasis also on integrating sustainability-oriented and inclusive climate change education into curricula and teaching practices. She actively worked on several international projects, including coordinating a climate change curriculum development project funded by Team Finland Knowledge (TFK). Since 2021, she has been coordinating and teaching an international course on developing climate change education curricula in the Global South.</p> <p>Satia Zen Satia Zen is an education researcher and practitioner with extensive experience in school leadership, curriculum development and teacher education in Indonesia and Finland. She holds a PhD in Education and Society from Tampere University, where she is currently a Visiting Researcher. Her research focuses on teacher professional identity, computational thinking in education, and sustainability integration in learning. Satia also serves as Academic Director at Yayasan Sukma in Indonesia. She is actively engaged in international collaborations promoting equity, innovation and resilience in education through inclusive and context-responsive teaching and research.</p> <p>Khairil Azhar Khairil Azhar is a doctoral candidate at the Faculty of Educational Sciences, Universitas Pendidikan Indonesia (UPI), and earned his MA in Teacher Education from Tampere University in 2017. With over fifteen years of teaching experience, including as school director at Sukma Bangsa School, Lhokseumawe, he now teaches at Akademi Bela Negara (ABN) Partai NasDem. He contributes opinion columns to The Jakarta Post and Media Indonesia. His research interests include curriculum, teacher education and educational policy. He has worked on climate change curriculum projects in Indonesia and Finland (TFK Finland) and with Toyota Project Changers to train Asian students as changemakers.</p> <p>Eero Ropo Eero Ropo is a professor emeritus of education (since 2020) at Tampere University, Finland, specialising in teacher education and learning research since 1996. He earned his PhD from the University of Tampere in 1984. He has held various academic roles and been a visiting scholar at Nord University in Norway, and universities in the USA. He has led teacher education programmes in Indonesia, Argentina and Brazil and currently supervises doctoral students at Tampere University and the Indonesian University of Education. His research focuses on teacher education, curriculum studies, and recently, climate change curricula and the narrativity of curriculum and instruction.</p> <p>Mohammad Ali Mohammad Ali is a professor of Educational Science at Universitas Pendidikan Indonesia (UPI), specialising in sustainability education and curriculum development. He earned his doctoral degree from IPB University, Indonesia, and a second master's from the University of Pittsburgh, USA. He worked as Chairman of UPI's Research Institute (2000–2004) and as Dean of the Faculty of Educational Sciences (2004–2007). Since 2016, he has coordinated the Promotion of Sustainability in Postgraduate Education and Research Network at UPI. He has collaborated on TFK-funded research projects with Tampere University in Finland and worked with various international universities, including in Japan, Malaysia, Vietnam, Cyprus and Greece.</p> <p>Laksmi Dewi Laksmi Dewi is a lecturer at the Faculty of Educational Sciences, Universitas Pendidikan Indonesia (UPI). She earned both her master's and PhD in Curriculum Studies from UPI. Dr Dewi previously worked as the Head of the Curriculum Development Programme at UPI and as a finance project officer for the Sub National Implementing Partner-Australian Aid (SNIP-AUSAID). She also worked on the TFK-funded Climate Change Education Curriculum Development project (2021–2023). 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| Items | – Name: Title Label: Title Group: Ti Data: Once upon a Time: Teachers' Narratives on Climate Change Education – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Golaleh+Makrooni%22">Golaleh Makrooni</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1124-5279">0000-0002-1124-5279</externalLink>)<br /><searchLink fieldCode="AR" term="%22Satia+Zen%22">Satia Zen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8401-1257">0000-0001-8401-1257</externalLink>)<br /><searchLink fieldCode="AR" term="%22Khairil+Azhar%22">Khairil Azhar</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0003-8099-7532">0009-0003-8099-7532</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eero+Ropo%22">Eero Ropo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3545-3272">0000-0003-3545-3272</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohammad+Ali%22">Mohammad Ali</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6816-1586">0000-0002-6816-1586</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laksmi+Dewi%22">Laksmi Dewi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7182-4363">0000-0001-7182-4363</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Review+of+Education%22"><i>International Review of Education</i></searchLink>. 2026 72(1):37-60. – Name: Avail Label: Availability Group: Avail Data: 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/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 24 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Curriculum%22">Integrated Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1007/s11159-024-10114-5 – Name: ISSN Label: ISSN Group: ISSN Data: 0020-8566<br />1573-0638 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1506025 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11159-024-10114-5 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 37 Subjects: – SubjectFull: Climate Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Integrated Curriculum Type: general – SubjectFull: Teaching Experience Type: general – SubjectFull: Educational Strategies Type: general – SubjectFull: Indonesia Type: general Titles: – TitleFull: Once upon a Time: Teachers' Narratives on Climate Change Education Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Golaleh Makrooni – PersonEntity: Name: NameFull: Satia Zen – PersonEntity: Name: NameFull: Khairil Azhar – PersonEntity: Name: NameFull: Eero Ropo – PersonEntity: Name: NameFull: Mohammad Ali – PersonEntity: Name: NameFull: Laksmi Dewi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 0020-8566 – Type: issn-electronic Value: 1573-0638 Numbering: – Type: volume Value: 72 – Type: issue Value: 1 Titles: – TitleFull: International Review of Education Type: main |
| ResultId | 1 |
