Goldman, Daphne ORCID: https://orcid.org/0000-0003-0443-2276, Ben-Zvi Assaraf, Orit ORCID: https://orcid.org/0000-0002-4194-9998, Dawson, Vaille ORCID: https://orcid.org/0000-0003-1754-9086, Eilam, Efrat ORCID: https://orcid.org/0000-0001-6076-6487, Gopkinar, T ORCID: https://orcid.org/0000-0001-6931-310X, Naugauker, Nofar ORCID: https://orcid.org/0009-0006-2350-8650, Gusti, APEK ORCID: https://orcid.org/0000-0002-5405-7606, Subiantoro, Agung Wijaya ORCID: https://orcid.org/0000-0002-0576-6457, Tolppanen, Sakari ORCID: https://orcid.org/0000-0001-8419-9763, White, Peta ORCID: https://orcid.org/0000-0002-0225-5934 and Widdop Quinton, Helen ORCID: https://orcid.org/0000-0002-1020-2672 (2025) The voice of policymakers, professional development leaders, and teachers who engage in climate change education: A cross-country comparison. In: Connecting Science Education with Cultural Heritage- Selected Papers from the ESERA 2023 Conference. Contributions from Science Education Research. Cakmakci,, GC and Tasar,, MF, eds. Contributions from Science Education Research (CFSE, volume 15) . Springer Nature, UK, pp. 1-12.

Abstract

Climate Change (CC) is currently the most pressing existential threat confronting global societies, natural ecosystems, and the fabric of life on Earth as we know it. Yet, research addressing the perspectives of key actors involved in de-veloping and implementing secondary climate change curricula in formal educa-tion, at a cross-country national level, is scarce. Therefore, this study explored how educational practitioners involved in climate change education (CCE) con-ceptualize CCE in relation to: (a) its primary learning goals; (b) appropriate ap-proaches for implementation and (c) enablers and inhibitors associated with imple-menting climate change curricula. Towards this, we explored the voices of key players in CCE from five countries: Australia, England, Finland, Indonesia, and Israel. Policy makers, professional development (PD) leaders and science teachers, all of whom are actively engaged in CCE in their respective education system, were asked about their perceptions regarding the implementation of CCE in their countries - its goals, approaches for implementation, enablers, and inhibitors. The findings indicate consensus regarding the importance of CC, differing perceptions regarding the nature of CC knowledge and, thus, its positioning in the curriculum. A rich repertoire of constructivist, student-centred pedagogies is employed in teaching CCE.

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