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Sustainability, Environmental and Climate Change Pedagogies in Secondary Science Education: an Australia-China Collaboration
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Sustainability, Environmental and Climate Change Pedagogies in Secondary Science Education: an Australia-China Collaboration

Simone M Blom, Junqing Zhai, Xiaomei Yan and Xufei Zhang
2025 Australasian Science Education Research Association (ASERA) Conference (Melbourne, Australia, 01/07/2025–04/07/2025)
02/07/2025
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Abstract

Science education is commonly considered as the place where students learn about the environment and sustainability, alongside studies of humans and society such as geography. However, there is little research that has investigated how teachers in secondary science education are implementing environmental and sustainability education including climate change education. Working as a collaborative team from China and Australia, this paper presents the finding of a study explored teachers' pedagogical approaches to sustainability, environment and climate change education in practice. Drawing on questionnaire and interview data, the study adopted a mixedmethods approach to data analysis to present the findings. While preliminary findings suggest that teachers are implementing sustainability, environmental and climate change topics in their secondary science (and geography in China) programs, there are also differences in what is regarded important pedagogically and the frequency – which may indicate value and significance – that teachers place on this content. The findings may also demonstrate that secondary science teachers’ willingness to participate in surveys and interviews about their inclusion of sustainability, environment and climate change topics may be an indicator of whether or not they have included these topics in their content. We also present future considerations for research.

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