In order to achieve the climate goals, educational actors play an essential multiplier role in the societal transformation. In research on climate education, the discussion of what the addressees of climate education, e.g. pupils or pre-service teachers, should know and be able to do, as well as the investigation of their content knowledge or climate protection actions, seems to be the main focus. Conversely, however, little is known about how these addressees evaluate their previous climate education and the role of their respective educational institutions in relation to climate protection.

Within the framework of a qualitative questionnaire study of 80 secondary school students and 18 pre-service teachers (B.Ed), we investigate the perceptions of both cohorts regarding 1) the importance and challenges of their role as potential "change agents" for the multiplication of climate change content, 2) the role of their educational institutions school and university for climate protection, and 3) which emotions climate education evokes in them.

Here you can find the current publication on the project:

• Winter, V., Kranz, J. & Möller, A. (2022). Climate Change Education Challenges from Two Different Perspectives of Change Agents: Perceptions of School Students and Pre-Service Teachers. Sustainability, 14(10), 6081. https://doi.org/10.3390/su14106081

Project participants: Veronika Winter, Andrea Möller

Cooperation partners: Johanna Kranz - Rhineland-Palatinate Competence Center for Climate Change Impacts (DE)

Professional Responsibility in the Climate Crisis: Teaching Climate Change

Project description: In the interdisciplinary education and cooperation project Climate Education4Future, per year about 90 pre-service biology teachers are trained as climate education multipliers. For this purpose, an innovative seminar concept was developed, which is evaluated in the context of intervention and interview studies. The core of the project is the cooperation with Scientists, Psychologists and Teachers For Future, which enables comprehensive preparation for the challenging teaching topic of climate change.

Here you can find the current publication on the project:

• Möller, A., Kranz, J., Pürstinger, A., & Winter, V. (2021). Professionsverantwortung in der Klimakrise:  Klimawandel unterrichten. Befähigung Lehramtsstudierender zur Klimabildung als wichtiger Beitrag zum Erreichen der SDGs.[Professional responsibility in the climate crisis: teaching climate change. Enabling student teachers to teach climate change as an important contribution to achieving the SDGs.] In M. Kubsch, S. Sorge, N. Graulich, & J. Arnold, Lehrkräftebildung neu gedacht. Waxmann, S. 208-217.

Chapter as PDF (Open Access): www.waxmann.com

Supplementary material as PDF (Open Access): www.waxmann.com

Project participants: Veronika Winter, Agnes Pürstinger, Andrea Möller

Cooperation partners: Johanna Kranz - Rhineland-Palatinate Competence Center for Climate Change Impacts (DE)