Teacher Training Needs and Capacity Building for Interdisciplinary Climate Change Curriculum Implementation

Abstract

The growing urgency of the climate crisis calls for an education system that transcends traditional subject boundaries to promote holistic understanding and sustainable actions. Teachers stand at the centre of this transformation. However, many teachers remain inadequately trained to teach climate change through interdisciplinary frameworks. This raises a critical question: do teachers possess the requisite capacity and confidence to prepare learners for the realities of a climate-impacted world? To address this question, Change Theory in Education theory developed by Fullan in 1982 was used to underpin the study. In this light, conceptualization approach was adopted. This approach involves a systematic process of defining, clarifying, and organizing main concepts to deepen understanding of a research issue.