Orientations of Chinese Geography Teachers Towards Climate Change Education

Abstract

In 2017, China introduced a competencies-based senior high school geography curriculum emphasizing the Sustainable Development Goals (SDGs), particularly global climate change. Geography textbooks present climate change as an exemplary case, integrating standards on climate systems, climate change and sustainable development. This study investigates how fifteen secondary geography teachers prioritize learning goals for climate change education and the rationale behind their choices. Five teachers aimed to fully implement the curriculum, six selectively incorporated elements to align with their personal preferences, and four sought to transcend the curriculum by emphasizing transformative-emancipatory goals. Some teachers underscored the importance of fostering a sense of community to work toward a common future. However, they also expressed hesitations about encouraging sustainable behavioral change, as it might interfere with parental authority. These considerations have not been identified in previous research conducted in Western countries. Therefore, our findings underline the importance of taking contextual factors into account when studying teacher orientations.