Changing Minds, Building Capacity: Evaluating the Impact of Climate Changed Education Professional Development on Teachers

• In Event: Preparing and supporting teachers for climate and sustainability education

Abstract

As climate change education gains momentum, professional development (PD) opportunities for teachers are rapidly expanding. Yet little is known about the effectiveness of these interventions in building teacher capacity. This mixed-methods study, conducted through a research-practice partnership in New York City, evaluates two PD formats—a week-long Summer Institute and a hybrid Mid-Winter Institute. We examine changes in teachers’ climate knowledge, pedagogical preparedness, and perceived relevance of CCE. Findings show gains in knowledge and confidence, increased recognition of subject-area connections, and stronger rejection of misinformation. Despite structural differences, both PDs produced comparable outcomes. This study addresses a critical research gap and offers insights for designing future-focused PD that empowers teachers as climate educators and justice-oriented change agents.

Authors

• Oren Pizmony-Levy, Teachers College, Columbia University

• Christina Ann Torres, Teachers College, Columbia University

• Noa Urbach, Teachers College, Columbia University