The latest study published in the LUMAT journal demonstrates the key role of teachers in education related to sustainability and climate change. Teachers’ knowledge and skills related to the content and pedagogy of climate change are linked to their self-efficacy beliefs. The refereed scholarly article is part of the sustainability and climate change research programme of the LUMA Science Helsinki group. The programme collaborates closely with the LUMA Centre Finland network, which comprises 11 universities and 13 centres.
The study is a multimethod case study carried out at the Teachers’ Climate Change Forum continuing education event. A total of 22 teachers from different backgrounds responded to a survey, while 18 teachers from different countries took part in the continuing education session. Of the respondents, 19 participated in semi-structured interviews to supplement quantitative data. The results demonstrate that, on the basis of the interviews, the teachers are willing to engage in continuous learning and develop the teaching of sustainable development.
Sustainability and self-efficacy
Teachers have beliefs about not only sustainability education, but also themselves as sustainability educators. This should be considered in any future use of tools that measure teachers’ perceptions. However, the results of the survey demonstrated that teachers had the lowest self-efficacy beliefs in supporting students’ actions for sustainable development. The above should be taken into consideration in the development of new teaching methods and materials.
Watch a brief video introducing the study. In the video, Professor Maija Aksela, head of the LUMA Science Helsinki research group, introduces the study.
Written by:
Jemima Unger
Further information:
International Journal on Math, Science and Technology Education (helsinki.fi)
International Teachers’ Climate Change Education Forum 2024
If you wish to learn more about research in the field, you can find publications by Professor Maija Aksela and the above-mentioned publications in the field via the following links:
1)Towards Student-Centered Climate Change Education Through Co-design Approach in Science Teacher Education | SpringerLink
2) Teacher agency in using students’ questions in climate change education – Interdisciplinary Journal of Environmental and Science Education (ijese.com)
