Teachers’ Difficulties in Climate Change Education

Authors

Kennedy D. Tero Teacher I, Efigenio-Enrica Lizares Memorial School, Philippines Author https://orcid.org/0009-0007-9931-1624
Dr. Rammy A. Lastierre Faculty, STI West Negros University Author https://orcid.org/0009-0007-2906-2618

Keywords:

Climate change, difficulties, education, teachers

Abstract

Studying teachers’ difficulties in climate change education is critical to improving educational outcomes, empowering future generations, and advancing global efforts to address climate change most effectively. In this context, this descriptive study aimed to determine teachers’ difficulty in Climate Change Education as the basis for a capability-building plan. Needed data was collected from 64 teacher-respondents using a researcher-made questionnaire that has undergone rigorous validity and reliability tests. The ensuing analysis showed teachers having a high level of difficulty in climate change education across all areas of content knowledge and pedagogy, teaching environment, and instructional resources. Subsequent analysis also showed no significant difference in the level of teachers’ difficulties when analyzed in terms of three demographic profile groupings and three areas on content knowledge and pedagogy, teaching environment, and instructional materials. The result of this study calls for allocating resources and comprehensive training for teachers, developing targeted capability enhancement programs, integrating climate change into curricula, and fostering a supportive, motivated educational community.

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Published

2025-02-10

Issue

Vol. 2 No. 2 (2025): International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE)

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite

Tero, K., & Lastierre, R. . (2025). Teachers’ Difficulties in Climate Change Education. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 2(2), 123-138. https://risejournals.org/index.php/imjrise/article/view/956

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