Teaching the climate crisis in elementary school: perceptions and self-efficacy of teachers

ΤΟΜΟΣ 7(1),1-20 (ελληνικά)
Published: Jul 31, 2025
DOI: https://doi.org/10.12681/ees.39216
Keywords:
climate crisis perceptions self-efficacy teachers elementary school
Αριστέα Ένεζλη
Εκπαιδευτικός Πρωτοβάθμιας Εκπαίδευσης, MSc, ΠΜΣ "Διδακτική και Τεχνολογίες Μάθησης των Φυσικών Επιστημών", Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Ιωαννίνων
Κώστας Γαβριλάκης
University of Ioannina, Department of Primary Education
https://orcid.org/0000-0002-0421-9021
Γεωργία Λιαράκου
Καθηγήτρια, Τμήμα Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
https://orcid.org/0000-0002-6043-2425
Abstract

The climate crisis is one of the most important challenges of modern times. Over the past decades, the leading role of education in informing, raising awareness, and activating citizens on this issue has been acclaimed worldwide. This study examines primary school teachers’ basic perceptions of the climate crisis, their self-efficacy regarding teaching this subject, and the potential relationship between these two aspects. Teachers from elementary schools in Ioannina and Attiki in Greece were asked to fill in a questionnaire designed in the framework of this study. Among the main results, it was found that teachers perceive the climate crisis as one of the planet's most critical issues, but not of our country. The ideas they recorded about the causes, impacts, and ways of dealing with the issue are limited and do not delve into depth. Participants do not consider their education around this issue adequate, but are convinced of its necessity in the school curriculum. Teachers' self-efficacy levels for teaching climate crisis are marginally above average. The finding that those who are more aware of the issue and those who have received adequate training exhibit higher self-efficacy underscores the need for further training.

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