Bridging the Climate Education Gap: Assessing Teachers’ Knowledge, Attitude, and Practice in Preparatory Schools

Document Type : Original Article

Authors

1 Community Health Nursing, Faculty of Nursing, Cairo University, Egypt

2 Community Health Nursing, Faculty of Nursing, Banisuef University, Egypt

Abstract

Background: Climate Change and Sustainability Education (CCSE) has gained prominence due to the imminent climate emergency humanity is facing.                            The aim: The study aims to evaluate teachers’ knowledge, attitudes, and practices regarding climate change. Methods: The study utilized descriptive (Cross-sectional) research design to achieve its aim. Sample:  Convenient samples of 100 teachers were recruited. Setting: The study was conducted at four preparatory schools in Bani-Suef City, Egypt. Tools: The data collection tools included structured interview questionnaire for the teachers' knowledge about climate change, teacher attitude scale towards climate change, and teachers' climate change-related reported practices. Results: The current study finding depicts that around half of teachers had a moderate level of knowledge, and the minority had a high level of total knowledge scores.  More than half of teachers had a fair attitude, and more than one third had a poor attitude toward change mitigation. Around half of teachers had poor practice, two fifth had fair practice, and the minority had a high total practice score. Conclusion: While teachers have a moderate level of knowledge about climate change, their attitudes and practices toward climate change mitigation require significant improvement. Recommendations:  The findings of this study emphasized the importance of offering additional climate change education programs for teachers, particularly focusing on enhancing their knowledge, attitudes, and practices in this regard.

Keywords

Egyptian Journal of Health Care
Volume 15, Issue 4
December 2024
Pages 1669-1681

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