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<p>Education plays a vital role in addressing climate change, a globally significant phenomenon. Teachers’ role in educating more responsible and climate-sensitive citizens is of paramount importance. Recognising the complexity of climate change (CC) and climate change education (CCE), this study aims to investigate teachers’ narratives on climate change, providing valuable insights to support the integration of CCE into the curriculum and school programmes. Using a narrative approach, the authors interviewed eleven teachers (six women, five men) in Aceh, Indonesia, to explore their perceptions, experiences and strategies related to CCE as well as their positioning within narratives on the subject. After analysing the data obtained, the authors identified three prominent themes: (1) understanding of climate change, (2) teaching methodologies and curriculum integration, and (3) the influence of school culture. The teachers demonstrated diverse conceptualisations of climate change, influenced by personal experiences and local environmental challenges. In conclusion, this study underscores the significance of CCE in Indonesia and highlights the need for narrativity and a narrative approach in order to empower teachers to address CCE within local and cultural contexts.</p>

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Once upon a time: Teachers’ narratives on climate change education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月29日

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  • Golaleh Makrooni,
  • Satia Zen,
  • Khairil Azhar,
  • Eero Ropo,
  • Mohammad Ali,
  • Laksmi Dewi

摘要

Education plays a vital role in addressing climate change, a globally significant phenomenon. Teachers’ role in educating more responsible and climate-sensitive citizens is of paramount importance. Recognising the complexity of climate change (CC) and climate change education (CCE), this study aims to investigate teachers’ narratives on climate change, providing valuable insights to support the integration of CCE into the curriculum and school programmes. Using a narrative approach, the authors interviewed eleven teachers (six women, five men) in Aceh, Indonesia, to explore their perceptions, experiences and strategies related to CCE as well as their positioning within narratives on the subject. After analysing the data obtained, the authors identified three prominent themes: (1) understanding of climate change, (2) teaching methodologies and curriculum integration, and (3) the influence of school culture. The teachers demonstrated diverse conceptualisations of climate change, influenced by personal experiences and local environmental challenges. In conclusion, this study underscores the significance of CCE in Indonesia and highlights the need for narrativity and a narrative approach in order to empower teachers to address CCE within local and cultural contexts.