Climate change education in school: knowledge, behavior and attitude

Abstract

Purpose

The purpose of this paper is to present an experience of inclusion of the theme “climate change” in a Brazilian public school through training conducted with teachers.

Design/methodology/approach

The methodology was based on three specific phases: reflection, focusing on the application of a pretest with 45 questions directed to three domains (knowledge, attitude and behavior); climate change education (CCE) training; and application of a post-test and action, regarding the insertion in the school space.

Findings

The survey results highlight the difficulty teachers have in understanding and applying CCE in the classroom and it underscores the importance of this approach.

Research limitations/implications

The research approach is related to a specific case in a school located in south of Brazil. Although the school has its own context, the reported experience can be considered elsewhere.

Practical implications

This case study reinforces that CCE presents broad challenges for the scientific community. For the reason that the understanding of the topic (CCE) is complex, considering the global context and the divergent opinions on the subject.

Social implications

The paper reinforces that for today’s society, sustainable development is no longer a choice but a necessity, underpinned by global Agenda 2030 discussions. In this context, teachers are essential to the transformation toward a better future.

Originality/value

The difficulties and facilities encountered during the experience serve to enhance new actions at national or even global level, respecting each new context of study and insertion of research directed to the theme – CCE.

Citation

Tibola da Rocha, V., Brandli, L.L. and Kalil, R.M.L. (2020), "Climate change education in school: knowledge, behavior and attitude", International Journal of Sustainability in Higher Education, Vol. 21 No. 4, pp. 649-670. https://doi.org/10.1108/IJSHE-11-2019-0341