Exploration of Climate Literacy: The Construction of Pre-Service Teachers' Understanding and Awareness of Climate Change Education

Abstract

Phenomena such as the increase in global temperatures are key indicators that climate change has become an urgent issue requiring collective attention. This study aims to investigate climate literacy by developing pre-service teachers' awareness and knowledge regarding Climate Change Education. The rationale of this research focuses on the significant role of pre-service teachers as agents of transformation in instilling environmental awareness values in students, as well as the limited integration of climate change education into the learning process. This research employed a descriptive quantitative method through a survey approach. The participants in this study were education students at UIN Ponorogo who were selected as respondents. Data were collected using a Likert-scale questionnaire covering four indicators: educational management, learning environment, understanding of climate change, and awareness of climate change. The findings indicate that climate literacy among pre-service teachers is in the fairly good category, particularly in terms of environmental awareness and ecological behavior. However, the ability to deeply understand climate change concepts and to communicate climate-related issues to others still needs improvement. Therefore, strengthening Climate Change Education through curriculum integration, environment-based learning, and sustainable educational activities is essential to develop pre-service teachers who possess strong environmental awareness and effective pedagogical readiness.