Maisuna Kundariati, Ibrohim, Fatchur Rohman, Safwatun Nida
All countries today require education that effectively addresses the challenges posed by the climate crisis. This paper examines students’ climate literacy and teachers’ perspectives on Climate Change Education (CCE). Additionally, it aims to determine the importance of CCE in school curricula. This study uses a mixed-method approach, incorporating surveys and semi-structured interviews. A total of 246 secondary school students and ten science teachers participated in this research. The findings reveal students’ strengths and gaps in climate knowledge and behavior. While they demonstrate an understanding of fundamental climate change concepts, they also exhibit a strong awareness of the role of human activities in driving it. However, despite their awareness, there is significant skepticism about the effectiveness of individual and collective actions to mitigate climate change. Proactive attitudes towards climate action, emphasising personal responsibility and community engagement, are considered crucial but are not widely adopted. Teachers’ perspectives on CCE are categorised into three key elements: preparedness and solutions, impacts and awareness, and the necessity for climate change education. The key findings’ study underscored the need to integrate climate change education into school curricula. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
Department Biology, Mathematics and Natural Science Faculty, Universitas Negeri Malang, Malang, Indonesia; Science Education Department, Mathematics and Natural Science Faculty, Universitas Negeri Malang, Malang, Indonesia
