Climate Change-related Knowledge, Attitude, and Practice

Abstract

Background: Climate Change and Sustainability Education (CCSE) has gained prominence due to the imminent climate emergency humanity is facing. The aim: The study aims to evaluate teachers’ knowledge, attitudes, and practices regarding climate change. Methods: The study utilized descriptive (Cross-sectional) research design to achieve its aim. Sample: Convenient samples of 100 teachers were recruited. Setting: The study was conducted at four preparatory schools in Bani-Suef City, Egypt. Tools: The data collection tools included structured interview questionnaire for the teachers' knowledge about climate change, teacher attitude scale towards climate change, and teachers' climate change-related reported practices. Results: The current study finding depicts that around half of teachers had a moderate level of knowledge, and the minority had a high level of total knowledge scores. More than half of teachers had a fair attitude, and more than one third had a poor attitude toward change mitigation. Around half of teachers had poor practice, two fifth had fair practice, and the minority had a high total practice score. Conclusion: While teachers have a moderate level of knowledge about climate change, their attitudes and practices toward climate change mitigation require significant improvement. Recommendations: The findings of this study emphasized the importance of offering additional climate change education programs for teachers, particularly focusing on enhancing their knowledge, attitudes, and practices in this regard.