Teachers’ Perspectives and Self-Reported Practices in Climate Change Education: Basis for the Development of CEASE Conceptual Model

Climate change remains a critical global challenge requiring integrated responses, with education playing a central role in fostering climate literacy. This study examined the climate change perspectives and self-reported practices of 102 public secondary science teachers and developed a conceptual model to enhance climate change education. Using a descriptive-correlational and comparative design, data were collected through a validated questionnaire (α=.94). Findings revealed highly positive personal and professional perspectives (M = 4.33), while overall reported practices were only moderate (M= 3.40). Teachers demonstrated high engagement in curriculum development (M= 3.64), but only moderate practices in instructional materials development (M= 3.37), teaching strategy innovation (M= 3.18), and the implementation of teaching-learning activities (M = 3.39). A significant positive relationship was found between teachers’ perspectives and practices (r=.573, p < .01), with perspectives accounting for 32.9% of the variance (r2=.329). While no significant differences in practices were observed between male and female teachers overall, a statistically significant difference emerged in instructional materials development (t=3.56, p < .01), with male teachers reporting higher engagement. Key challenges included limited innovative strategies, time constraints, and insufficient training, revealing an “action-practice gap.” In response, the Climate Education Action for Sustainable Engagement (CEASE) conceptual model is proposed to enhance pedagogical integration through curriculum alignment, contextualized instructional materials, methodological innovation, participatory learner-centered activities, and research capability building. The study contributes both empirical evidence and practical model aligned with Sustainable Development Goal 13 (Climate Action).