A study reveals what influences Indonesian teachers' willingness to teach climate change education

Kelvin Tang, a doctoral student at the Graduate Program in Sustainability Science (GPSS), has published a research article titled "Teacher conceptions of climate change and their role in climate change education: Insights from Indonesian upper-secondary teachers" in Discover Sustainability. The study examines how Indonesian teachers understand climate change across cognitive (knowledge), affective (socio-emotion), and behavioural (action) dimensions, and how these understandings shape their willingness to implement climate change education (CCE).

The study reveals that teachers' willingness to deliver CCE is strongly shaped by affective factors such as concern and attitude, as well as their self-efficacy (confidence) and the presence of supportive situational factors (e.g. support from school leadership and curriculum). Although teachers demonstrate a high awareness of climate change, many still face significant knowledge gaps and hold persistent misconceptions, underscoring the need for enhanced formal training and improved resources.  A key contribution of this study is the finding that knowledge alone does not directly influence teachers' willingness to act, thereby calling into question the widely held assumption that knowledge is the primary driver of engagement in CCE.

Kelvin Tang conducted this research using data collected from 329 upper-secondary school teachers from diverse subject specialisations in four municipalities in Indonesia. Structural equation modelling, multiple linear regression analysis, and analysis of variance were used to analyse the data.

This research offers insights for policymakers, curriculum developers, and teacher trainers in the field of climate change education. It advocates for inclusive and comprehensive professional development programmes that go beyond scientific knowledge, equipping teachers with pedagogical skills to foster emotional engagement, contextual relevance, and transformative learning in the classroom.

The full study can be accessed here: https://doi.org/10.1007/s43621-025-01334-2

Readers are invited to explore the research and engage in discussions on climate change education.