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Climate Change and Environmental Education: Stance from Science Teachers

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  • Norhafizah Karim

    (Centre for Toxicology and Health Risk Studies (CORE), Faculty of Health Sciences, Universiti Kebangsaan Malaysia (UKM), Kuala Lumpur 50300, Malaysia)

  • Hidayatulfathi Othman

    (Centre for Toxicology and Health Risk Studies (CORE), Faculty of Health Sciences, Universiti Kebangsaan Malaysia (UKM), Kuala Lumpur 50300, Malaysia)

  • Zul-‘Izzat Ikhwan Zaini

    (Faculty of Health Sciences, Universiti Teknologi MARA (UiTM), Cawangan Pulau Pinang, Kampus Bertam, Kepala Batas 13200, Malaysia)

  • Yanti Rosli

    (Centre for Toxicology and Health Risk Studies (CORE), Faculty of Health Sciences, Universiti Kebangsaan Malaysia (UKM), Kuala Lumpur 50300, Malaysia)

  • Muhammad Ikram A Wahab

    (Centre for Toxicology and Health Risk Studies (CORE), Faculty of Health Sciences, Universiti Kebangsaan Malaysia (UKM), Kuala Lumpur 50300, Malaysia)

  • Al Mumin Al Kanta

    (Sekolah Menengah Kebangsaan Agaseh, Lahad Datu 91100, Malaysia)

  • Syamimi Omar

    (Centre for Toxicology and Health Risk Studies (CORE), Faculty of Health Sciences, Universiti Kebangsaan Malaysia (UKM), Kuala Lumpur 50300, Malaysia)

  • Mazrura Sahani

    (Centre for Toxicology and Health Risk Studies (CORE), Faculty of Health Sciences, Universiti Kebangsaan Malaysia (UKM), Kuala Lumpur 50300, Malaysia)

Abstract

This study investigated the depth of climate change and environmental education (CCEE) in the current syllabus implemented in Malaysia from the perspectives of teachers, which is an extension to a study entitled ‘Impact of Climate Change on Children: A Malaysian Perspective’. This qualitative study involved in-depth interviews with a pool of teachers selected across Malaysia. Due to the enforcement of the Movement Control Order (MCO), the respondents were chosen purposively via advertisements posted on social media that targeted science teachers who taught Forms 4 or 5 CCEE-related subjects. The interview sessions were conducted online from June to July 2021. The recorded interviews were transcribed, coded, and categorized into themes deductively based on the UNESCO-Education for Sustainable Development for 2030 toolbox. The findings yielded five themes, namely, building the capacities of educators, empowering, and mobilizing youth, accelerating local-level actions, and advancing policy. Most of the teachers perceived that the Secondary School Standards-based Curriculum (KSSM) had improved but that the focus should be on a student-centered approach rather than exam orientation. There was a lack of awareness of climate change and environmental action in the science textbook. In conclusion, a comprehensive curriculum, as well as empowerment among teachers and students in a conducive environment for CCEE can spawn proactive action by Malaysian students.

Suggested Citation

  • Norhafizah Karim & Hidayatulfathi Othman & Zul-‘Izzat Ikhwan Zaini & Yanti Rosli & Muhammad Ikram A Wahab & Al Mumin Al Kanta & Syamimi Omar & Mazrura Sahani, 2022. "Climate Change and Environmental Education: Stance from Science Teachers," Sustainability, MDPI, vol. 14(24), pages 1-18, December.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:24:p:16618-:d:1000717
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    References listed on IDEAS

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    1. Gratiela Dana Boca & Sinan Saraçlı, 2019. "Environmental Education and Student’s Perception, for Sustainability," Sustainability, MDPI, vol. 11(6), pages 1-18, March.
    2. June Flora & Melissa Saphir & Matt Lappé & Connie Roser-Renouf & Edward Maibach & Anthony Leiserowitz, 2014. "Evaluation of a national high school entertainment education program: The Alliance for Climate Education," Climatic Change, Springer, vol. 127(3), pages 419-434, December.
    3. Nana Yeboaa Opuni-Frimpong & Harry Barton Essel & Emmanuel Opuni-Frimpong & Elizabeth Asantewaa Obeng, 2022. "Sustainable Development Goal for Education: Teachers’ Perspectives on Climate Change Education in Senior High Schools (SHS)," Sustainability, MDPI, vol. 14(13), pages 1-17, July.
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