Abstract
This study explores how climate change education (CCE) can support a climate-just transition by empowering students and preservice teachers (PSTs) as change agents. Based on qualitative questionnaires from 80 secondary students and 18 PSTs, findings show both groups feel underprepared for climate action. Participants reported limited time spent on CCE, inadequate engagement with practical examples, and a lack of depth in classroom discussions. The study highlights systemic barriers within educational institutions and calls for stronger professional development in teacher education to unlock the transformative potential of CCE.
Keywords: Climate change education; climate literacy; secondary school students; pre-service teachers; change agents
Core Idea: Empowering students and preservice teachers (PSTs) as change agents to support a climate-just transition
Link: https://www.mdpi.com/2071-1050/14/10/6081?utm_source=researchgate.net&utm_medium=article
Reference: Winter, V., Kranz, J., & Möller, A. (2022). Climate change education challenges from two different perspectives of change agents: Perceptions of school students and pre-service teachers. Sustainability, 14(10), 6081. https://doi.org/10.3390/su14106081