Teachers’ Perspectives and Self-Reported Practices in Climate Change Education: Basis for the Development of CEASE Conceptual Model

Alma Marcelino Corpuz; Cynthia Garcia Quiambao

doi:10.55845/jos-2026-21147

Authors

Alma Marcelino Corpuz College of Science, Department of Environmental Science, Tarlac State University https://orcid.org/0000-0002-0477-8317
Cynthia Garcia Quiambao College of Education, Tarlac State University https://orcid.org/0009-0006-7816-9959

DOI:

https://doi.org/10.55845/jos-2026-21147

Keywords:

Climate Change Education, Pedagogical Integration, Teachers’ Practices, CEASE Conceptual Model, Sustainable Development Goal 13

Abstract

Climate change remains a critical global challenge requiring integrated responses, with education playing a central role in fostering climate literacy. This study examined the climate change perspectives and self-reported practices of 102 public secondary science teachers and developed a conceptual model to enhance climate change education. Using a descriptive-correlational and comparative design, data were collected through a validated questionnaire (α=.94). Findings revealed highly positive personal and professional perspectives (M = 4.33), while overall reported practices were only moderate (M= 3.40). Teachers demonstrated high engagement in curriculum development (M= 3.64), but only moderate practices in instructional materials development (M= 3.37), teaching strategy innovation (M= 3.18), and the implementation of teaching-learning activities (M = 3.39). A significant positive relationship was found between teachers’ perspectives and practices (r=.573, p < .01), with perspectives accounting for 32.9% of the variance (r²=.329). While no significant differences in practices were observed between male and female teachers overall, a statistically significant difference emerged in instructional materials development (t=3.56, p < .01), with male teachers reporting higher engagement. Key challenges included limited innovative strategies, time constraints, and insufficient training, revealing an “action-practice gap.” In response, the Climate Education Action for Sustainable Engagement (CEASE) conceptual model is proposed to enhance pedagogical integration through curriculum alignment, contextualized instructional materials, methodological innovation, participatory learner-centered activities, and research capability building. The study contributes both empirical evidence and practical model aligned with Sustainable Development Goal 13 (Climate Action).

Downloads

Download data is not yet available.

References

Ahmed, K. J., Chowdhury, M. T. A., Ahmed, M. N. Q., & Haq, S. M. A. (2021). Understanding climate change perception of teachers and students: An overview. In W. Leal Filho, N. M. Azizul Huq, P. Mukhopadhyay, G. J. Nagy, & A. Thompson (Eds.), Climate Change Management in Bangladesh (pp. 351–362). Springer. https://doi.org/10.1007/978-3-030-77259-8_20 DOI: https://doi.org/10.1007/978-3-030-77259-8_20

Adeoye, M. A. (2023). Gender differences in teachers' digital literacy skills in teaching STEAM. Journal of Education Technology, 7(3), 462–469. https://doi.org/10.23887/jet.v7i3.66847 DOI: https://doi.org/10.23887/jet.v7i3.66847

Ballard, H., & Bratosin, T. (2024, August 5). Why local action is crucial to addressing global climate change. World Economic Forum. https://www.weforum.org/stories/2024/08/local-action-crucial to-global-climate-change/

Bandura, A. (2012). Social cognitive theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins = (Eds.), Handbook of theories of social psychology (pp. 349–373). Sage Publications Ltd. https://doi.org/10.4135/9781446249215.n18 DOI: https://doi.org/10.4135/9781446249215.n18

Chowdhury, M. T. A., Ahmed, K. J., Ahmed, M. N. Q., & Haq, S. M. A. (2021). How do teachers' perceptions of climate change vary in terms of importance, causes, impacts and mitigation? A comparative study in Bangladesh. SN social sciences, 1(7), 174. https://doi.org/10.1007/s43545 021-00194-7 DOI: https://doi.org/10.1007/s43545-021-00194-7

Climate Change Commission. (2023, March 16). PH project on climate resilient agriculture approved of $26.3M grant from Green Climate Fund. https://climate.gov.ph/news/913

Delos Reyes, I. S. (2025). Innovative teaching practices and proficiency enhancement of teachers: Basis fo transformative creative teaching program. International Journal of Advanced Multidisciplinary Studies, 5(7), 1168–1182. International Journal of Advanced Multidisciplinary Studies. https://www.ijams-bbp.net/wp-content/uploads/2025/08/7-IJAMS-JULY-2025-1168-1182.pdf

Diquito, T. A., Jr. (2021). Integration of climate change in teaching science, technology, and society course: Trends and issues. European Journal of Education Studies, 8(11). https://doi.org/10.46827/ejes.v8i11.3980 DOI: https://doi.org/10.46827/ejes.v8i11.3980

Espinosa, K. P. M., & Caisip, A. (2023). Impacts of climate change: Basis for a teaching enhancement approach for climate action. International Journal of Research Studies in Education, 12(7), 27 37. https://doi.org/10.5861/ijrse.2023.49 DOI: https://doi.org/10.5861/ijrse.2023.49

García-Vinuesa, A. (2024). Empowering Secondary Education Teachers for Sustainable Climate Action. Sustainability, 16(18), 7941. https://doi.org/10.3390/su16187941 DOI: https://doi.org/10.3390/su16187941

Hole, G. (n.d.). Eight things you need to know about interpreting correlations (Version 1.0). University of Sussex. Chrome extension://efaidnbmnnnibpcajpcglclefindmkaj/https://users.sussex.ac.uk/~grahamh/RM1web/Ei ht%20things%20you%20need%20to%20know%20about%20interpreting%20correlations.pdf

International Organization for Standardization. (n.d.). SDG 13: Climate action. ISO. https://www.iso.org/sdg/SDG13.html

Jaelani, A., & Djayaningrat, D. W. (2025). Teachers' readiness and attitudes toward the implementation of climate change education in Southeast Asia. Journal of Science and Mathematics Education, 1(4), 118–124. https://doi.org/10.70716/josme.v1i4.339 DOI: https://doi.org/10.70716/josme.v1i4.339

Mezirow, J. (1997). Transformative learning: Theory to practice. ECOLAS. https://www.ecolas.eu/eng/wp-content/uploads/2015/10/Mezirow-Transformative-Learning.pdf DOI: https://doi.org/10.1002/ace.7401

Mohammed, K., Najjar, D., & Bryan, E. (2025). Strengthening women’s resilience and participation in climate governance in the agrifood sector through public policies: A strategic review of literature. Climate and Development, 1–14. https://doi.org/10.1080/17565529.2025.2533184 DOI: https://doi.org/10.1080/17565529.2025.2533184

National Aeronautics and Space Administration. (2024). Effects of climate change. NASA: Climate Change and Global Warming. https://science.nasa.gov/climate-change/effects/

Qi, J., & Terton, A. (2022). Addressing climate change through integrated responses: Linking adaptation and mitigation (Policy Brief). International Institute for Sustainable Development. https://www.iisd.org/system/files/2022-03/climate-change-linking-adaptation-mitigation.pdf

Romero, J. (2025). Integration of Climate Action - SDG 13 to Science Instruction: A Basis for Climate Education Policy. Journal of Interdisciplinary Perspectives, 3(10), 407–413. https://doi.org/10.69569/jip.2025.629 DOI: https://doi.org/10.69569/jip.2025.629

Sathyanarayana, S. T., Mohanasundaram, Pushpa, B. V., & Hema, H. (2024). Selecting the right sample size: Methods and considerations for social science researchers. International Journal of Business and Management Invention (IJBMI), 13(7), 152–167. https://doi.org/10.35629/8028-1307152167

Seroussi, D.-E., Rothschild, N., Kurzbaum, E., & Yaffe, Y. (2019). Teachers’ knowledge, beliefs, and attitudes about climate change. International Education Studies, 12(8), 33–46. https://doi.org/10.5539/ies.v12n8p33 DOI: https://doi.org/10.5539/ies.v12n8p33

Tang, K. Teacher conceptions of climate change and their role in climate change education: insights from Indonesian upper-secondary teachers. Discov Sustain 6, 486 (2025). https://doi.org/10.1007/s43621-025-01334-2 DOI: https://doi.org/10.1007/s43621-025-01334-2

Tero, K., & Lastierre, R. (2025). Teachers’ Difficulties in Climate Change Education. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 2(2), 123-138. https://risejournals.org/index.php/imjrise/article/view/956

Tindowen, D., Macanang, D. and Guzman, J. (2019). Teachers' Conception and Difficulties in Doing Action Research Universal Journal of Educational Research 7(8):1787-1794. DOI:10.13189/ujer.2019.070817 DOI: https://doi.org/10.13189/ujer.2019.070817

United Nations. (n.d.). Goal 13: Climate action. Global Goals. https://globalgoals.org/goals/13-climate action/

United Nations Educational, Scientific and Cultural Organization (n.d., para 2). Changing minds, not the climate. The role of education. https://en.unesco.org/system/files/private_documents/2571_18_e_depliant_cop24_cce web.pdf.

United Nations Office for Disaster Risk Reduction. (n.d.). International Day for Disaster Risk Reduction (IDDRR) document. https://iddrr.undrr.org/media/100805/download

Vergara, L., & Sublay, E. (2024). Teachers’ challenges in research practices: Basis for a proposed technical assistance plan. JPAIR Multidisciplinary Research, 58(1), 1–13. https://doi.org/10.7719/jpair.v58i1.910 DOI: https://doi.org/10.7719/jpair.v58i1.910

Winter, V., Georg Büssing, A., Gericke, N., & Möller, A. (2026). Pre-service teachers and climate change education: a belief-intention gap yet to be bridged. Environmental Education Research, 1–25. https://doi.org/10.1080/13504622.2025.2608774 DOI: https://doi.org/10.1080/13504622.2025.2608774

World Health Organization. (2023, October 12). Climate change and health. https://www.who.int/news room/fact-sheets/detail/climate-change-and-health