Climate Change and Environmental Sustainability in Education
Climate Change and Environmental Sustainability in Education (e-ISSN: 0000-0000; p-ISSN: 0000-0000) is a scientific journal focused on integrating climate change awareness and environmental sustainability into educational practices. We are proud to announce that Climate Change and Environmental Sustainability in Education has achieved a significant milestone by being officially indexed in SINTA X, under the decree of the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia No: xxx/E/KPT/202x. Published by the Business, Technology, and Sustainability Research Institute (BTSRI), this journal encompasses a wide array of research topics, including but not limited to environmental education, climate change adaptation, sustainability education, green curricula, eco-friendly teaching practices, community engagement, policy advocacy, and the role of education in achieving the Sustainable Development Goals (SDGs). The journal releases biannual issues, published in January–June and July–December, to provide timely and relevant insights that contribute to environmental education and sustainability practices.
Environmental Education in College: The Gap between Student Knowledge, Attitudes, and Behaviors
Global environmental issues, such as climate change, pollution, and ecosystem degradation, demand a real response from the world of education, especially universities. Students are seen as agents of change who play a strategic role in realizing sustainable development. This study uses a literature study method by analyzing academic literature, international reports. The purpose of the research is to examine the level of knowledge, attitudes, and behaviors of students towards environmental issues, as well as to review the implementation of environmental education in universities. The results of the study showed that students have a fairly high level of knowledge about environmental issues, but there is a significant gap between knowledge and real behavior. Cultural factors, social norms, and lack of institutional support reinforce the phenomenon of the attitude-behavior gap. In addition, the implementation of environmental education in higher education is not yet uniform and tends to be partial, with the dominance of additional approaches without thorough integration in the curriculum. Thus, universities can play a more effective role in forming students who not only understand environmental issues, but are also committed to real action for global sustainability.
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Project-Based Learning as a Strategy for Strengthening Ecological Literacy in Higher Education
Ecology plays a crucial role in maintaining ecosystem balance, public health, food security, and the economic stability of society. Ecological literacy has become an essential competency in responding to global challenges such as climate change, pollution, and environmental degradation. Education serves as an effective vehicle for fostering ecological awareness by providing knowledge, skills, and values oriented toward sustainability. Nevertheless, higher education institutions in Indonesia still encounter significant obstacles in integrating ecological literacy into their curricula. Project-Based Learning (PBL) emerges as an innovative, student-centered instructional strategy that emphasizes real-world projects to enhance critical, collaborative, and creative thinking skills. Through a literature-based study, this research aims to elaborate on the potential of PBL as a medium for strengthening ecological literacy among university students. Findings indicate that PBL offers an alternative solution to overcome limited learning resources, improve ecological competencies, and cultivate environmental responsibility. Thus, PBL has the capacity to support sustainable education while preparing students as agents of change in addressing complex ecological issues.
Environmental Education on Campus: Strategies to Increase Sustainability Awareness
Climate change, environmental degradation, and excessive consumption are global challenges that demand the role of the younger generation, especially students, as agents of change. This research aims to analyze students' knowledge, attitudes, and behaviors towards sustainability issues and evaluate the effectiveness of the implementation of environmental education in higher education. The method used is a systematic scoping review. The results of the study showed that although students had a high level of knowledge and a positive attitude towards environmental issues, their pro-environmental behavior was not consistent. Inhibiting factors include culture, consumptive habits, and low institutional support on campus. Further analysis shows that innovative learning methods such as problem-based learning, argumentation, and the use of virtual reality and game-based learning are more effective than conventional approaches. However, the implementation of environmental education is still not uniform between universities, so a more contextual and participatory strategy is needed. This research emphasizes the importance of strengthening environmental education to produce students as agents of change in supporting the global sustainable development agenda.
Generation Z Education Based on Green Technology in Climate Mitigation
Climate change increases the frequency of hydrometeorological disasters, such as floods, droughts, and storms, which adversely affect the environment and health, as well as increasing morbidity and mortality rates. Green technology is present as a strategic solution through innovations in waste management, renewable energy, environmentally friendly buildings, and carbon capture technology. However, the main challenge is the low environmental literacy and green technology in Generation Z, even though they are a strategic group that will be the decision-makers in the future. This article aims to explain the role of green technology in climate change mitigation, describe education strategies for generation Z based on Education for Sustainable Development, and document community service practices as a means of knowledge transfer. The method used is Systematic Literature Review. The results of the study show that the application of green technology not only contributes to climate mitigation, but can also be an effective educational instrument through interactive digital media such as webinars, videos, infographics, and gamification. Furthermore, the implementation of Education for Sustainable Development encourages the involvement of Generation Z as agents of change who are able to instill sustainability values and put them into practice.
Generation Z’s Science Literacy in the Digital Age: Facing Challenges and Driving Innovation
Science literacy is a crucial 21st-century skill that enables individuals to think critically, analytically, and creatively when addressing everyday problems and global changes. Generation Z, born between 1997 and 2012, has grown up as digital natives with intensive exposure to information technology and social media. However, their familiarity with technology does not necessarily guarantee deep scientific understanding. Many students still struggle to explain scientific phenomena logically and to apply scientific concepts in evidence-based decision-making. This literature review highlights the challenges of science literacy among Generation Z, including gaps in scientific comprehension, the influence of digital media, and variations in skill levels. Various educational innovations, such as technology-based discovery learning and the integration of augmented reality, provide significant opportunities to enhance student engagement and motivation. This article emphasizes the importance of educational strategies that align the characteristics of Generation Z with science-based technological approaches to optimize science literacy in the digital era.
Implementation of Policies and Success Factors of Green Campus Programs at Universities
Global environmental issues demand the active role of universities in creating sustainability policies and practices through the concept of green campuses. This research aims to analyze the implementation of green campus policies in universities using a literature study method, focusing on academic literature. The results of the study show that the success of implementation is influenced by several key factors, namely regulatory and formal policy support, integration of environmental issues in the curriculum, development of environmentally friendly infrastructure, active participation of the academic community, and the existence of a continuous evaluation mechanism. In addition, funding commitments, integrated strategic plans, and consistent socialization also strengthen program implementation. However, challenges in the form of limited resources, cultural resistance, and the need for strategic adaptation are still obstacles in the implementation of green campuses. This research confirms that green campus is not just a slogan, but a strategic framework that supports sustainable development in higher education. These findings are expected to be the basis for the development of more effective and environmentally oriented higher education policies.
Copyright (c) 2025 Climate Change and Environmental Sustainability in Education
The Role of Information and Communication Technology in Strengthening Ecological Education and Environmental Literacy
Ecological education plays a crucial role in raising public awareness of global environmental issues, fostering caring attitudes, and encouraging active participation in sustaining ecosystems. In the digital era, Information and Communication Technology provides significant opportunities to enhance ecological learning through visual, interactive, and immersive approaches. Various technologies, such as multimedia, computer simulations, Augmented Reality, Virtual Reality, the Internet of Things, and big data, can be utilized to visualize complex ecological concepts, increase student engagement, and deliver more contextual learning experiences. However, the application of Information and Communication Technology in ecological education is not free from challenges, including the digital divide, limited infrastructure, and teachers’ readiness to integrate technology into instruction. This article employs a literature review method to examine the benefits, opportunities, and barriers of Information and Communication Technology use in ecological education. The analysis demonstrates that Information and Communication Technology integration can strengthen ecological understanding, cultivate environmental empathy, and broaden global collaboration on sustainability issues.
Curriculum Management as a Strategy in Realizing Sustainable Education
Sustainable education is an essential approach in both national and global development, as it equips individuals with the knowledge, skills, and values required to address global challenges such as climate change, poverty, and inequality. In the context of education, the curriculum serves as a strategic instrument that not only regulates the content and objectives of learning but also determines the direction of character formation and competency development of students. However, gaps often occur between the curriculum being taught and the needs of society as well as the demands of the labor market, resulting in graduates who are frequently not fully prepared to compete optimally. Therefore, systematic, adaptive, and relevant curriculum management is required. This article aims to analyze the role of curriculum management in realizing sustainable education through a literature study. The findings indicate that curriculum management significantly contributes to improving the quality of learning, fostering collaboration, and preparing graduates to be highly competitive while maintaining social and environmental awareness.
Environmental Literacy in Secondary Schools: Barriers and Strategies Towards Sustainable Education
Environmental issues such as climate change, pollution, water crises, deforestation, and biodiversity loss increasingly highlight the importance of environmental literacy as a foundation for building ecological awareness from an early age. Secondary schools play a strategic role in fostering understanding, critical thinking skills, caring attitudes, and real behaviors that support environmental sustainability. However, the practice of environmental literacy education in Indonesia still faces significant challenges, including the lack of cross-subject integration, the dominance of theoretical instruction without practical application, students’ low motivation, and limited contextual approaches. This article aims to examine the role of environmental literacy in secondary schools, identify barriers to its implementation, and propose more applicable and interactive learning strategies. By employing a literature review method, this study emphasizes that strengthening environmental literacy requires the integration of knowledge, cognitive skills, attitudes, and responsible actions among students. Through participatory and experiential approaches, environmental literacy education can become an essential instrument in shaping a generation that is environmentally aware, caring, and accountable for sustainability.
Education for Sustainable Development in Indonesian Primary Schools
Education for Sustainable Development (ESD) has emerged as a crucial global agenda to address increasingly complex environmental, social, and economic challenges. In Indonesia, the implementation of ESD at the elementary school level plays a fundamental role since primary education serves as the foundation for character formation, knowledge acquisition, and the development of sustainability awareness from an early age. However, its practical application still encounters serious obstacles, including limited infrastructure, insufficient teacher training, suboptimal curriculum integration, and inadequate funding. Sharp disparities also persist between urban and rural areas, where the quality of resources and access to technology remain uneven. This article employs a library research method to examine recent literature on the challenges and implications of ESD in Indonesian elementary schools. The findings reveal that ESD implementation has the potential to enhance critical thinking skills, sustainability literacy, and environmentally responsible character. Nevertheless, it requires strong policy support, continuous teacher capacity development, and equitable distribution of educational infrastructure to achieve effective outcomes.
ESD Integration for Social Awareness, Environmental Literacy, and 21st-Century Skills in Indonesia
The Sustainable Development Goals represent a global agenda adopted by 193 countries in 2015, encompassing 17 universal objectives to be achieved by 2030. Indonesia, as one of the signatory nations, has demonstrated strong commitment through Presidential Regulation No. 59 of 2017, which mandates the formulation of both a national roadmap and action plans at national and local levels. Education is considered a pivotal instrument in supporting the achievement of Sustainable Development Goals, particularly through the approach of Education for Sustainable Development. Education for Sustainable Development emphasizes not only cognitive aspects but also attitudes, values, and skills that enable students to actively engage in sustainable development. This article explores the urgency of integrating Education for Sustainable Development into the Indonesian educational curriculum, highlighting its relevance in enhancing social awareness, environmental literacy, and 21st-century skills. Employing a qualitative method based on literature review, the article underscores the importance of collaborative, Sustainable Development Goals -based learning models in shaping a generation that is adaptive, critical, and responsible in addressing both global and local sustainability challenges.
The Role of Families in Shaping Ecoliteracy in Early Childhood
Global environmental issues such as climate change, pollution, deforestation, and the loss of biodiversity demand the cultivation of ecological awareness from an early age. In Indonesia, one of the major problems is the increasing volume of household waste, which is mainly triggered by the low level of public awareness in proper environmental management. A strategic solution to address this challenge is environmental education introduced in early childhood through the active involvement of the family. The family plays a crucial role as a role model, facilitator, and primary agent in shaping children’s pro-environmental behavior. Ecological learning within the family context can be realized through modeling, communication, the creation of an educational home environment, children’s involvement in environmental activities, and collaboration with Early childhood education (Pendidikan Anak Usia Dini/PAUD) institutions. This article applies a library research method to examine the role of the family in fostering ecoliteracy in early childhood. The findings highlight that the family, as the child’s first laboratory, contributes significantly to instilling ecological values, shaping sustainable habits, and building a strong ecological identity.
Learning Models of Environmental Literacy for Sustainability
Enhancing environmental awareness through education is a fundamental aspect in supporting the achievement of the Sustainable Development Goals (SDGs). Environmental literacy, which involves the mastery of knowledge, skills, attitudes, and active participation in ecological issues, plays a crucial role in shaping a generation with ecological insight and a strong sense of sustainability responsibility. This article aims to examine the implementation of environmental literacy learning models using the Systematic Literature Review (SLR) approach, focusing on environmental education, particularly in the Indonesian context and its relevance to the SDGs. The findings indicate that environmental literacy makes a significant contribution to increasing awareness and sustainable behavior among learners, especially through experiential learning, field-based projects, and curriculum integration. However, challenges remain, including limited resources, weak policy implementation, and low community participation. This review emphasizes the importance of innovation in environmental literacy learning models that can address the complexity of ecological issues while encouraging transformation toward a more sustainable society.
Health and Education in Access to Clean Water and Sanitation
Adequate access to clean water and sanitation is a crucial factor for public health and community well-being, particularly in developing countries. Limited access contributes to the spread of infectious diseases such as diarrhea, cholera, and typhoid, while also leading to malnutrition and stunting in children. Beyond health, the issue generates social and economic burdens, as women and children are often required to travel long distances to obtain water, reducing opportunities for education and decreasing overall family productivity. The inequality of access is more pronounced in rural and low-income areas, exacerbated by rapid urbanization, climate change, and insufficient funding. Education plays an essential role in raising community awareness about hygienic practices, the use of clean water, and safe sanitation behavior. This study employs a literature review method to analyze the interconnection between clean water access, sanitation, health, and education, as well as their socio-economic implications. Findings emphasize that integrated interventions through education, infrastructure improvement, and community-based policies can enhance health, reduce disparities, and improve overall quality of life.
Environmentally Friendly Integration in Education and Economics for Elementary School Students
Global environmental crises such as climate change, deforestation, pollution, and resource scarcity demand comprehensive solutions through education. Environmental education, often referred to as green education, is considered a strategic approach to instill ecological awareness from an early age. This concept aligns with global initiatives such as Eco-Schools, which emphasize the active involvement of students, teachers, and communities in protecting the environment through practical actions. At the same time, the green economy emerges as a paradigm of sustainable development that balances social welfare, economic growth, and ecological preservation. By integrating green education and the green economy into the elementary school curriculum, young generations are not only equipped with environmentally responsible attitudes but also with adaptive skills to face sustainability challenges. This article aims to analyze the role of elementary schools in implementing green education as the foundation for fostering environmental awareness while preparing students to engage with the era of the green economy through a comprehensive literature review.
Education for Sustainable Development and the Urgency of Climate Change Education
The issue of climate change and sustainable development is a global challenge that demands the strategic role of education in shaping a knowledgeable, critical, and responsible generation. This article discusses the integration of Education for Sustainable Development (ESD) and Climate Change Education (CCE) through a qualitative approach based on literature study. The analysis was conducted by reviewing the current literature covering theories, practices, and educational policies related to sustainability and climate change. The results of the study show that ESD contributes to the formation of sustainability competencies, systemic thinking skills, and strengthening the capacity of teachers as agents of transformation. Meanwhile, CCE emphasizes the importance of scientific and media literacy to counter climate disinformation, while encouraging mitigation and adaptation actions at the local and global levels. The integration of these two approaches not only strengthens ecological awareness, but also supports the achievement of the sustainable development goals (SDGs), especially in the aspects of education (SDG 4) and climate action (SDG 13). Thus, sustainability-based education and climate change should not be seen as an add-on, but rather as the core of the 21st century education system.
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The Role of Teachers in Fostering Environmental Care Character through the Waste-Free Program
This study aims to analyze the role of teachers in fostering the character of environmental care of students through the waste-free program. This study uses a qualitative descriptive approach with secondary data obtained from literature studies on previous studies. The results of the study show that teachers play the role of role models, motivators, facilitators, and supervisors in building students awareness of the importance of cleanliness and waste management. Waste-free programs have proven to be an effective strategy in fostering sustainable habits of caring for the environment, not only in the school environment but also in the daily lives of students in the community. The research discussion emphasized that the success of the waste-free program is highly dependent on collaboration between school policies and the active role of teachers in providing examples and guidance. In addition, habituation through routine cleaning activities has been proven to be able to form a stronger character of caring for the environment in students. Thus, this study emphasizes that the role of teachers is crucial in creating a young generation that has awareness and responsibility for environmental sustainability.
Understanding of Science Teacher Candidates on Climate Change and the Integration of Education for Sustainable Development (ESD)
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
Continuing Education for Climate Change Awareness in Elementary Schools
Climate change is a global issue with wide-ranging impacts on the environment, society, and economy. Environmental impacts include rising temperatures, sea-level rise, extreme weather, and species extinction; social impacts encompass health threats, poverty, mass displacement, and loss of livelihoods; while economic impacts are evident in reduced agricultural production, infrastructure damage, and disruptions in the energy and tourism sectors. Education plays a crucial role in shaping environmental awareness and sustainable behaviors. The integration of Environmental Education (EE) in primary school learning can instill sustainability values and support the achievement of Sustainable Development Goals (SDG) 4 and SDG 13. A Communication for Behavioural Impact (COMBI) approach serves as an effective strategy to encourage concrete actions among students and communities. This article reviews literature related to climate change impacts, public awareness, the role of education, and mitigation strategies through Education for Sustainable Development (ESD). Findings indicate that early educational interventions are pivotal in equipping future generations to address climate change challenges adaptively and transformatively.
Global Citizenship for Climate Action: Interconnectedness, Inclusivity, and Sustainability
Globalization has brought increasingly closer interconnectedness among nations, with the flow of goods, services, information, and people crossing borders. In contrast, Pancasila, as the foundational principle of Indonesia, emerged from moral, political, and social needs to address shared challenges, serving simultaneously as a guideline for national life. Climate change has become one of the most urgent global threats, with significant impacts on the environment, economy, health, and human survival. Sea level rise, as one of its consequences, demonstrates the seriousness of this threat to coastal areas and the socio-economic life of communities. In this context, Global Citizenship Education (GCED) plays a crucial role in fostering awareness and pro-environmental behavior, emphasizing collective responsibility and the interconnectedness between individual actions and their global impacts. However, gaps remain in bridging the narratives of young activists with cross-generational perspectives. This article examines how global citizenship can provide a foundation for inclusive and sustainable climate action mobilization.
Transformative Education for Environmental Awareness and Sustainable Conservation of Future Generations
The transformation of the education system in the globalization era is strongly influenced by the advancement of science, technology, and the needs of society. Education functions as a strategic instrument to equip the young generation with relevant knowledge, skills, and values in addressing the increasingly complex challenges of the future. At the same time, environmental sustainability through the conservation of natural resources, biodiversity protection, and ecosystem management remains a crucial agenda in maintaining human survival. Sustainable conservation can only be realized when strong environmental awareness exists, expressed through active community participation and the role of the younger generation as true agents of change. Environmental education emerges as a vital approach to shape character that is caring, responsible, and innovative in solving ecological issues. This article examines the interconnection between educational transformation, sustainable conservation, and environmental awareness, while emphasizing the essential role of future generations in achieving sustainable development. The research method applied is descriptive, supported by relevant literature analysis.
Green Education in Science Learning for Science Literacy and Climate Issues
Scientific literacy is an essential 21st-century skill that helps individuals think critically, solve problems, and adapt to the rapid development of science and technology. At the elementary school level, scientific literacy plays a crucial role in equipping students with an understanding of scientific concepts, developing 21st-century skills, and preparing them to face global issues such as climate change. Climate change has tangible impacts on students’ daily lives, ranging from health and education to their surrounding environment. Therefore, the integration of environmental issues in science learning is essential to foster awareness, empathy, and a sense of responsibility from an early age. Green education emerges as a framework that connects sustainability concepts, environmentally friendly practices, and the formation of environmentally responsible character. This study employs a literature review method to analyze strategies of science learning based on green education in elementary schools. The findings indicate that contextual approaches, the teacher’s role as facilitator, and direct environment-based activities effectively enhance scientific literacy, build scientific attitudes, and strengthen students’ 21st-century skills
The Young Generation as Agents of Climate Change Mitigation and Adaptation in Indonesia
Climate change is a global challenge with significant impacts on the environment, human health, and socio-economic well-being, including in Indonesia, the world’s largest archipelagic state. Rising greenhouse gas emissions from fossil fuel combustion, deforestation, and industrial activities have accelerated global warming, triggering sea level rise, extreme weather events, and the spread of climate-related diseases. Within this context, the young generation holds strategic potential as agents of change. Through education, eco-friendly innovations, policy advocacy, and community-based actions, young people can make substantial contributions to both mitigation and adaptation efforts. This article aims to examine the role of youth in addressing the climate crisis using a qualitative approach. The findings indicate that active youth involvement not only enhances environmental awareness but also fosters the development of sustainable innovations and policies aligned with local conditions. Therefore, empowering youth participation becomes essential for building climate resilience and ensuring long-term sustainability in Indonesia’s response to the global climate crisis.
Environmental Education through the Adiwiyata Program: Efforts to Develop Students Ecological Intelligence
Environmental education plays a crucial role in fostering ecological awareness and encouraging sustainable behavior among the younger generation. This study aims to analyze the implementation of environmental education at School through the Adiwiyata Program, extracurricular activities of the Environmental Lovers Group, and the school’s plastic reduction policy. The research employed a descriptive qualitative method. The findings reveal that the integration of environmental education into classroom subjects, the active participation of students in practical activities, and the application of eco-friendly policies have successfully enhanced students’ knowledge, caring attitudes, and concrete actions toward the environment. Internal factors, such as student motivation and direct learning experiences, as well as external factors, including family support, peer influence, and school regulations, significantly affect the effectiveness of environmental education. This study concludes that participatory and experiential approaches create a meaningful impact in shaping students ecological intelligence, while simultaneously strengthening the school’s environmentally conscious culture.
Integration of ESD, 21st Century Competencies, and Technology in Islamic Education for Environmental Awareness
Education for Sustainable Development (ESD) plays a strategic role in shaping a generation that is environmentally conscious, critically thinking, and equipped with social-emotional competencies. This article explores the implementation of ESD within the context of Islamic education, emphasizing the integration of 21st-century competencies, the utilization of technology, and experience-based learning methods. Environmental awareness and pro-environmental behavior are expected to improve through a holistic and pluralistic approach, which emphasizes not only declarative knowledge but also procedural, social, and affective dimensions of learning. A qualitative method was employed to analyze both literature and pedagogical practices, assessing the effectiveness of ESD approaches in developing students’ character, social-ecological skills, and global competencies. Findings indicate that integrating technology, hands-on learning, and environmental negotiation simulations significantly enhances students’ critical thinking, collaborative abilities, and environmental consciousness. The study underscores the necessity of transforming Islamic education toward ESD to produce change agents capable of addressing global challenges sustainably.
SDGs Integration Strategy in Education Towards the Era of Society 5.0
Sustainable education represents a crucial strategic effort to achieve the Sustainable Development Goals (SDGs) by enhancing the quality of human resources, promoting ecological awareness, and fostering responsible citizenship among learners. The integration of sustainability issues into the education system faces several significant challenges, including limited opportunities for teacher training, insufficient educational resources, curricula that are not fully aligned with global sustainability priorities, and resistance to change from various stakeholders. The emerging Society 5.0 paradigm emphasizes the need for digital literacy, creativity, critical thinking, and twenty-first-century skills, which are essential to enable active participation in a human-centered, technology-driven society. Effective multi-stakeholder collaboration among schools, government agencies, the private sector, and civil society is therefore critical to strengthen sustainable education and address the barriers to implementation. This study employs a qualitative research approach to examine the integration of SDGs within the educational curriculum in Indonesia. Recommendations include enhancing teacher capacity, developing more relevant curricula, and fostering cross-sector collaboration.
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Mathematical Modeling for Climate Change Prediction and Its Role in Science and Education
Climate change is a global issue that generates extensive impacts on the environment, economy, health, agriculture, and socio-cultural dimensions. Understanding and predicting its consequences are essential for formulating effective public policies, mitigation strategies, and adaptation measures. Mathematical modeling plays a central role in quantifying, simulating, and forecasting climate phenomena. Various models are employed, including the sophisticated Global Climate Models (GCMs), which capture complex interactions within the climate system, and the more straightforward Energy Balance Models (EBMs), which explain fundamental energy equilibrium principles. Both approaches provide complementary insights, from comprehensive projections to conceptual understanding. Beyond scientific applications, mathematical modeling also functions as an educational strategy that enhances students’ critical thinking, problem-solving abilities, and scientific literacy. Nonetheless, challenges persist in implementing innovative model-based learning in schools, particularly due to limitations in resources, teacher preparedness, and curricular support. This study aims to explore the dual contribution of mathematical modeling, both in predicting
ESD Integration in Prospective Science Teachers: An Analysis of Pro-Environmental and Climate Issues
Education for Sustainable Development (ESD) is an educational approach designed to equip students with knowledge, skills, and values that support sustainable development. ESD emphasizes the principle of “Think globally, act locally” to encourage concrete actions in addressing global challenges such as climate change. This study aims to analyze the level of knowledge, attitudes, and pro-environmental behaviors of prospective science teachers regarding climate change issues. The research employed a descriptive qualitative method with data collected through literature studies, interviews, and document analysis. The findings indicate that prospective science teachers possess a basic understanding of environmental and climate change issues. However, there remains a noticeable gap between cognitive knowledge and actual practices in daily life. These results highlight the importance of strengthening the integration of ESD into the teacher education curriculum, both through pre-service and in-service training. Such efforts are essential to develop change agents capable of embedding sustainability values into science education and fostering a more environmentally responsible generation.
Renewable Energy Science Literacy for Elementary School Students for Ecological and Social Awareness
The global energy crisis, driven by fossil resource depletion, heavy dependence on non-renewable energy, and the impacts of climate change, highlights the urgent need for a transition toward renewable energy. Primary education holds a strategic role in shaping students’ character, critical thinking, and ecological awareness from an early age. Science literacy, which includes the ability to understand, evaluate, and apply scientific concepts, serves as a crucial foundation to address the complexity of energy and environmental issues. However, Indonesia’s elementary curriculum has not yet fully optimized the integration of renewable energy materials and remains dominated by lecture-based approaches, leaving students with theoretical knowledge without developing deeper ecological awareness. This study adopts a qualitative descriptive method to analyze the urgency of enhancing renewable energy science literacy in primary schools. Findings reveal that contextual, interactive, and problem-based learning can significantly improve science literacy while fostering students’ social responsibility in energy use. Thus, renewable energy education emerges as a strategic means to cultivate environmentally responsible global citizens.
Development of Interactive Multimedia Climate Change Course (CCC) to Improve Students Understanding of Climate Change Material
Climate change is a global issue that demands education capable of raising young generations’ awareness in understanding its impacts and seeking concrete solutions. Geography, as one of the school subjects, plays a significant role in explaining this phenomenon through spatial analysis and environmental consequences. However, climate change material is often considered abstract, making it difficult for students to comprehend. This study developed a product called Climate Change Course (CCC) based on interactive multimedia using Adobe Captivate to address these challenges. The product is equipped with animations, interactive maps, 360° videos, and automatic assessment features that provide direct feedback. The research method applied was Research and Development (R&D) with the ADDIE procedure, covering the stages of analysis, design, development, implementation, and evaluation. The results of this study indicate that CCC is feasible to be used as a learning medium with positive student responses. CCC is considered effective in enhancing students’ motivation, independence, and understanding of climate change materials in geography learning.