This paper offers content priorities, justifications, and pedagogical approaches for the integration of climate change education into the training of teachers, and thus into public schooling. To meet urgent imperatives presented by the polycrisis of the Anthropocene, climate change education must be inclusive, comprehensive, flexible, and regionally responsive. Climate change education can be achieved by adapting regional programs for teacher education to meet those requirements. An example is the Climate Education in Teacher Education (CETE) project in northern British Columbia, Canada. Using the Education Design-Based Research methodology, the project addresses critical questions for curricular and pedagogical development of teachers to address the following three questions: (a) what content and outcomes to prioritize, (b) why these elements matter, and (c) how to implement them effectively. Over two years, CETE engaged pre-service and in-service teachers through workshops, reflective practices, and consultations with Indigenous communities. Our tentative answers emphasize the importance of adapting curriculum and pedagogy to foster community resilience, address climate anxiety, and promote an ethical renewal toward sustainability. The iterative development of objectives as “High-Level Conjectures” provides flexibility and reflexivity in the design process in the face of rapid contextual change. CETE developed practical pedagogical tools and workshop strategies that align educational priorities with local and global needs. This study offers a replicable framework to empower educators and communities in diverse locations to navigate the complexities of the climate crisis in their quest for a more secure and sustainable future.
Lautensach et al. (Wed,) studied this question.