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INTERGENERATIONAL CLIMATE CHANGE EDUCATION IN PRIMARY AND SECONDARY SCHOOLS: AN EXPLORATORY ANALYSIS OF TEACHERS’ PERCEPTIONS, EXPERIENCES AND CHALLENGES IN FRANCE, GREECE, BULGARIA, CYPRUS, AND ROMANIA

M. Koutsounaki1, I. Garefi1, L. Bertea2, C. Peres2, I. Miron3, G. Karaoli4,
A. Dimitrova5, K. Mousafiri6
1Stimmuli for Social Change (GREECE)
2Eutopique (FRANCE)
3Centrul Judetean de Excelenta (ROMANIA)
4SYNTHESIS Center for Research and Education (CYPRUS)
5Know&Can (BULGARIA)
61st Primary School of Alexandreia (GREECE)

Abstract

The purpose of this paper is to investigate teachers’ perceptions, experiences, and challenges on integrating Intergenerational Learning (IGL) to Climate Change Education (CCE) across five European countries. Using a narrative, exploratory method, the study delves into the experiences and perspectives of 34 in-service primary and secondary school teachers, who participated in group semi-structured interviews. This study reveals that while Climate Change Education is recognized as crucial, it remains insufficiently integrated into formal curricula, and teachers often lack the necessary resources and training.

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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

 

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