Climate Change Education in Ireland: A Crisis in Need of a Meaningful Cross-Curricular Response?

Abstract

This study examines primary school teachers’ approaches to climate change education (CCE) and the factors that influence this through analysis of data collected in the Irish context. A mixed-methods approach using quantitative and qualitative data gathered through a questionnaire survey and a series of interviews is used. From this, the key barriers and key enablers to teachers’ implementation of CCE are identified. Curriculum, teacher knowledge, pedagogical approaches and content, continuing professional development and influences outside the education system are all identified as enablers/barriers to teachers’ implementation of CCE. These are examined in the context of the international literature in order to ascertain what effects they have on Irish teachers’ approaches to CCE. Findings suggest pathways for curriculum reform and redevelopment in the Irish context, with implications for education regimes internationally.