Student Teachers’ Willingness to Act in the Climate Change Context

Abstract

In education for sustainable development, widely regarded as a framework that offers us the opportunity to improve the ways in which we cope with climate change issues, the need for student teachers to express willingness to act in order to deal with numerous issues and challenges of sustainable development, especially climate change, is of particular importance. Therefore, the focus of this study is on the examination of predictors of student teachers’ willingness to act in a climate-change mitigation and adaptation context. For the purpose of this study, measurement instruments of willingness to act in climate change mitigation and adaptation context, attitudes towards climate change, perception of action possibilities in climate change mitigation and adaptation context, interest in climate change and concern for ecological problems were validated. A total of 201 student teachers from the University of Rijeka (Croatia) participated in the study. It was determined that (I) attitudes towards climate change, (II) perception of action possibilities in climate change mitigation and adaptation context and (III) interest in climate change represent significant predictors of willingness to act in climate-change direction and mitigation contexts. Based on the results of this study, recommendations for teacher education in the climate change context have been offered.