No More Overload: Chinese Teachers’ Strategy for Implementing Climate Change Education in School (Poster 8)

• In Event: Mapping the Terrain of Climate Change Education: Literacy, Curricula, Practices, and Policy

Abstract

The growing international governance field of climate change education (CCE) is influencing policymakers worldwide. The current focus of this field is on the effective CCE instruction. However, the implementation of CCE involves more complex influences that have yet to be fully explored. Moreover, the majority of existing research has been conducted in western countries, with relatively limited investigation of the Chinese context. This study employs semi-structured interviews to gain insight into the challenges Chinese teachers face in implementing CCE, and introduces the concept of curriculum overload to understand teachers' strategies. The study reveals that teachers employ flexible and diverse strategies to avoid adding to an already overloaded curriculum. School-centered partnerships provide support or negative regulation on time and content.

Author

• Yuanyuan Yan, East China Normal University