Omani Pre-Service Teachers, Climate Change Anxiety, and Self-Efficacy to Teach Climate Change Education

This exploratory study investigates the relationship between climate change anxiety and self-efficacy in teaching climate change education among Omani pre-service science teachers (PSSTs). Using a custom-designed questionnaire adapted from established anxiety scales, the researchers collected data on climate change anxiety levels across four domains (reported anxiety, stress levels, cognitive impacts, and physiological impacts) and self-efficacy to teach climate change education. The survey was administered to a group of PSSTs, and responses were analyzed using descriptive statistics and correlation analysis. Results show all participating PSSTs experienced some level of climate change anxiety. A statistically significant, moderate negative correlation was found between climate change anxiety levels and PSSTs’ self-efficacy in teaching climate change education. Higher levels of anxiety were associated with lower self-efficacy. No significant differences in climate change anxiety levels were found based on gender or science specialization. Building on these findings, we discuss implications for teacher education academics, curriculum developers, researchers, policymakers, and others interested in climate change education. We argue for a range of future initiatives in initial teacher education that take climate change anxiety into account.