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Climate Change, Education, Training, and Perception of Pre-Service Teachers

Author

Listed:
  • Álvaro-Francisco Morote

    (Department of Experimental and Social Sciences Education, University of Valencia, 46010 Valencia, Spain)

  • Rafael Sebastiá-Álcaraz

    (Department of General Didactics and Specific Didactics, University of Alicante, 03690 Alicante, Spain)

  • Sara M. Ferrero-Punzano

    (Department of General Didactics and Specific Didactics, University of Alicante, 03690 Alicante, Spain)

  • Diego Miguel-Revilla

    (Department of Experimental Science, Social Science and Mathematics Didactics, University of Valladolid, 47002 Valladolid, Spain)

  • Juan Ramón Moreno-Vera

    (Department of Didactics of Mathematical and Social Sciences, University of Murcia, 30100 Murcia, Spain)

  • Liliana Angélica Rodríguez-Pizzinato

    (Faculty of Science and Education, Universidad Distrital Francisco José de Caldas, Cra. 7 #40b-53, Bogotá 110231, Colombia)

  • Óscar Jerez García

    (Faculty of Education, Campus of Ciudad Real, University of Castilla-La Mancha, 13071 Ciudad Real, Spain)

Abstract

This study aims to analyze the level of teacher training and education on climate change received by future Social Science teachers in Primary Education. Based on a questionnaire completed by 1224 pre-service teachers from five Spanish universities and one Colombian university, the main results indicate that the majority received training on this phenomenon during their school years (78.3%), though the percentage nearly halves in higher education (44.0%). In addition, future Social Science teachers have a moderate level of preparation—half of the participants selected “3” on a Likert scale (1 to 5), accounting for 54.2% of responses. For this reason, it is necessary to expand climate change education in higher education in order to equip teachers for addressing future environmental issues in the classroom. Education represents one of the most important factors in adapting to climate change, helping present and future societies build resilience to climate change scenarios.

Suggested Citation

  • Álvaro-Francisco Morote & Rafael Sebastiá-Álcaraz & Sara M. Ferrero-Punzano & Diego Miguel-Revilla & Juan Ramón Moreno-Vera & Liliana Angélica Rodríguez-Pizzinato & Óscar Jerez García, 2025. "Climate Change, Education, Training, and Perception of Pre-Service Teachers," Social Sciences, MDPI, vol. 14(4), pages 1-20, April.
    • Handle: RePEc:gam:jscscx:v:14:y:2025:i:4:p:236-:d:1633138
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