Ian Phil Canlas, Mae V. Ceblano, Desalegn Yayeh Ayal, Ulisses M. Azeiteiro, Henri-Count Evans, Inga Grinfelde, José Baltazar Salgueirinho Osório de Andrade Guerra, Jasenka Gajdoš Kljusurić, João Carlos Correia Leitão, Chunlan Li, Newton R. Matandirotya, Bethwel Mutai, Gustavo J. Nagy, Thierry Razanakoto, Jame Schaefer, Goran Trbic, Roberto Ariel Abeldaño Zuñiga, Sane Pashane Zuka, Charles Galdies, Adriana Consorte-McCrea, Francisco Platas, Mittul Vahanvati, Pedi Obani, Safwatun Nida, Lucas Gabriel Zanon, Mayara Régia Sousa de Melo, Alison Glover, Roman Vakulchuk
The literature has consistently recognized the key role of teachers at all levels in climate change education. However, the literature has also reported the lack of capability of teachers to integrate and teach climate change in various courses. Along this line, a number of frameworks and models exist regarding the integration and teaching of climate change in education curricula at all levels, including higher education. However, little, if any, looked into the opportunities and challenges of integrating and teaching climate change in the professional education curriculum of the teacher education program. This chapter presents the findings of a core mixed methods study that explored the course learning outcomes of the professional education core courses to look for opportunities to integrate climate change education. In addition, perceptions of and experiences on integrating climate change among lecturers of professional education courses were explored. The authors think that maximizing the opportunities and bridging the gaps in integrating climate change education into the professional education curriculum of the teacher education program will have a key multiplier effect in the advocacy for climate change mitigation and adaptation. Implications of the findings and recommendations are provided at the end of the chapter. © Springer Nature Switzerland AG 2026.
The Centre for Environmental and Marine Studies (CESAM) and Department of Biology, University of Aveiro, Aveiro, Portugal; Department of Journalism and Mass Communication, University of Eswatini, Manzini, Kwaluseni Campus, Matsapha, South Africa; Institute of Landscape Architecture and Environmental Engineering, Latvia University of Life Sciences and Technologies, Jelgava, Latvia; Center for Sustainable Development (Greens), Universidade do Sul de Santa Catarina (Unisul), Santa Catarina, Florianópolis, Brazil; School of Urban and Regional Sciences, East China Normal University, Shanghai, China; Climate Change Adaptation and Resilience Centre, Beitbridge, Zimbabwe; Kgotso Development Trust, Beitbridge, Zimbabwe; Facultad de Ciencias, Universidad de la República Uruguay, Montevideo, Uruguay; CERED, University of Antananarivo, Antananarivo, Madagascar; Marquette University, Milwaukee, United States; University of Sierra Sur, Oaxaca, Mexico; University of Helsinki, Helsinki, Finland; Department of Land Economy, University of Malawi, The Polytechnic, Blantyre 3, Malawi; Institute of Earth Systems, University of Malta, Msida, Malta; Academy for Sustainable Futures, Canterbury Christ Church University, Kent, Canterbury, United Kingdom; Casa de Cultura de la UAEMéx en Tlalpan, Universidad Autónoma del Estado de México, Ciudad de México, Mexico; School of Global, Urban and Social Studies, RMIT University, Melbourne, VIC, Australia; University of Bradford, Bradford, United Kingdom; Science Education Department of Universitas Negeri Malang, Malang, Indonesia; University of São Paulo, São Carlos, Brazil; State University of Campinas (UNICAMP), Campinas, Brazil; The Open University, Cardiff, United Kingdom; Norwegian Institute of International Affairs, Oslo, Norway; School of Graduate Studies, Biliran Province State University, Naval, Philippines; School of Arts and Sciences, University of Central Asia – Naryn Campus, Naryn, Kyrgyzstan; Biliran Province State University, Biliran Province, Naval, Philippines; Center for Food Security Studies, College of Development Studies, Addis Ababa Univesity, Addis Ababa, Ethiopia
