Abstract
The paper stresses the need for comprehensive, interdisciplinary approaches to teacher training that foster confidence and competence among educators in educating future generations about sustainability. The authors observed that while teachers have theoretical clarity about the processes, causes, and effects of climate change on contemporary societies, this does not align with their level of practical competence regarding the phenomenon. This misalignment may have a limited impact on fostering environmentally responsible behaviors among future citizens educated under their guidance in schools.
Keywords: Teacher training Interdisciplinary approaches Sustainability education Teacher confidence and competence Climate change knowledge Theory–practice gap Practical competence Environmentally responsible behaviors Educating future generations Misalignment of knowledge and action
Core Idea: Bridging the Theory–Practice Gap in Interdisciplinary Sustainability Education for Teachers
Reference: Climate Change, Education, Training, and Perception of Pre-Service Teachers by Morote, Álvaro-Francisco; Sebastiá-Álcaraz, Rafael; Ferrero-Punzano, Sara M.; Miguel-Revilla, Diego; Moreno-Vera, Juan Ramón; Rodríguez-Pizzinato, Liliana Angélica; García, Óscar Jerez Social sciences (Basel), 04/2025, Volume 14, Issue 4 This study aims to analyze the level of teacher training and education on climate change received by future Social Science teachers in Pri… Journal Article: Full Text Online