Understanding of Science Teacher Candidates on Climate Change and the Integration of Education for Sustainable Development (ESD)

Abstract

Education for Sustainable Development (ESD) occupies an important position in efforts to address global challenges, especially climate change which has a wide impact on social, economic, and environmental life. This study aims to analyze the understanding of prospective pre-tenured science teachers about the issue of climate change and their difficulties in integrating ESD into learning. Using the Systematic Literature Review (SLR) method, the research examined various relevant international and national studies. The results of the study show that prospective science teachers are aware of the urgency of climate change, but there is still a gap between conceptual knowledge and learning practice. Some of the obstacles identified include misconceptions about climate change, limited pedagogical experience, and lack of curriculum and training support. These findings underscore the importance of more systematic educational strategies to strengthen teacher capacity, particularly through the integration of sustainability values and practice-based training. Recommendations are given to strengthen teachers' competence in dealing with sustainability issues contextually and applicatively