Climate Change Education and Preparedness of Future Teachers—A Review: The Case of Greece

Abstract

Climate change is a global issue with implications at many levels. Mitigation and adaptation to its growing impacts are of paramount importance for human livelihoods. Shaping beliefs, attitudes, and values is important in this respect. This shaping takes place mainly during the sensitive childhood years, so the orientation in primary education is particularly targeted. Our overall goal is to lay the foundations for a decent education on climate change that can lead to the desired results. On this basis, the first thing to be considered is the information that will be provided to students by their teachers. The beliefs that are held by primary school teachers in relation to climate change are an important issue for the proper performance of their work. Previous surveys of teachers have had disappointing results. In this paper, an attempt is made to review the research that has been conducted in relation to the knowledge, beliefs, and attitudes of future primary school teachers (either during their studies or during their internship and pre-service training). Emphasis is placed on the case of Greece. Our aim is to highlight the existing research in Greece, by comparing and contrasting data from other countries. Climate change is a very complex issue, and addressing it requires clearly defined actions. Is it possible to achieve the result we need by adding another competence to the already complex role of the teacher? As this review reveals, the little research on the readiness of future teachers suggests that they are not qualified to teach about climate change. It remains to be investigated whether it would be preferable to entrust this responsibility to individuals who have a fuller and more comprehensive understanding and education towards the issue of climate change.