Co-Designing and Evaluating Two Practical-Oriented Climate Change Teacher Training Programs: Game-Based Learning for In-Service Teachers in Southern Spain

This chapter presents the co-design and development of an in-service teacher training program on climate change education, emphasizing disruptive methodologies and Game-Based Learning. Developed with two Teacher Training Centers, the program targeted Primary and Secondary teachers, aiming to enhance their scientific understanding of climate change and provide engaging, emotionally resonant tools – such as escape rooms, board games, and role-playing games – for classroom use. Adopting an emergent research approach, the program used participatory action research and co-design to adapt its content and methods to local needs. Teachers were actively involved in shaping the program, testing educational games, and reflecting on their pedagogical impact. The following chapter details the program’s phases, from needs assessment and theoretical grounding to iterative refinements based on feedback. Preliminary results show positive evaluations of the training and resources, with teachers valuing hands-on experimentation and collaborative reflection. Despite climate change education being included in Spanish education policy, the study identifies ongoing gaps in teacher training. These findings highlight the importance of sustained and specialized programs that support both scientific literacy and innovative teaching practices. The success of the program is attributed to the collaborative design process and strong partnerships with teachers and training centers, showcasing the effectiveness of Game-Based Learning in climate education.