Analyzing Students’ and Teachers’ Perceptions and Practices to Develop Action-Oriented Teaching and Learning Strategies in Response to Climate Change Education

This study aimed to understand their awareness, experience, and actual situation of climate change adaptation education through a survey of teachers and students in elementary schools. From July 6 to 20, 2023, one teacher from each grade 3 to 6 of 302 elementary schools sampled through stratified sampling and finally 363 teachers and 4,985 students responded. While most teachers had experience teaching and recognized the importance of climate change education, personal interest and awareness of the issue were the most common reasons for their initiatives, and the biggest challenges were a lack of available materials and content, and a lack of support to facilitate teacher networks. More than 80% of students said they had learned about climate change in class, and more than 30% said they did not want to learn more, with the top reasons for not wanting to learn being that they were not interested in climate change or did not know what climate change was. The IPA analysis found that most climate change education is focused on learning about knowledge, with a lack of training in "climate change adaption"or "climate change sensibility". These findings are important because they provide direction for future support. This study can contribute to consistent and systematic policy support by setting the direction of future climate change education support centered on the results of the survey on action-oriented teaching and learning for climate change response.