Scientific knowledge and skills alone do not guarantee that individuals will make sustainable choices
in their lives and careers (OECD, 2024). For climate change education to effectively influence
mindsets and behaviours, it is essential to support teachers with evidence-informed pedagogical
approaches that align with curriculum policies and professional standards. As teacher educators, we
adopt a design-based research methodology, positioning teacher educators as learners. Our
systematic design process includes:
1. Focusing: Conducting a scoping review of climate change education to identify relevant
pedagogical strategies.
2. Translating: Examining how these strategies relate to primary science education and foster
interdisciplinary perspectives.
3. Designing: Embedding /modelling climate change education pedagogies within a primary science
course.
4. Reflecting: Iteratively evaluating the effectiveness of interventions to better equip future teachers
in integrating CCE into their practice.
Through this process, the method aims to identify optimal ways to empower teachers to confidently
incorporate CCE into practice.