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.
