Prospective Science Teachers' Knowledge, Awareness and Understanding of Climate Change: A Case Study in Indonesian Higher Education Institution
Saved in:
| Title: | Prospective Science Teachers' Knowledge, Awareness and Understanding of Climate Change: A Case Study in Indonesian Higher Education Institution |
|---|---|
| Language: | English |
| Authors: | Eko Hariyono, Isna Zakhiyah, Beni Setiawan, Ida Kaniawati, Asniza Ishak |
| Source: | International Journal of Sustainability in Higher Education. 2026 27(6):1292-1309. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Climate, Knowledge Level, Multiple Literacies, Foreign Countries, Undergraduate Students, Graduate Students, Science Teachers |
| Geographic Terms: | Indonesia |
| DOI: | 10.1108/IJSHE-04-2024-0292 |
| ISSN: | 1467-6370 1758-6739 |
| Abstract: | Purpose: This study aims to examine prospective science teachers' climate change literacy in Indonesia, evaluating their readiness to teach these concepts in schools per national curriculum mandates. Additionally, it investigates potential variations in competency profiles based on educational level (undergraduate vs. master's) and disciplinary background (biology vs. science education). Design/methodology/approach: A validated questionnaire, adapted from established instruments, was administered to 127 preservice teachers. Quantitative analysis employed the Rasch measurement model via Winsteps software, with key outputs including: Wright Maps for person-item distribution, Mean Square Fit Statistic, Standardized Z-Score Fit Statistic, Point-Measure Correlation, Reliability indices (Cronbach's alpha) and Differential Item Functioning Measure. Findings: Prospective science teachers exhibited heterogeneous ability levels, with >50% at moderate and some at low proficiency. These disparities risk inconsistent climate change instruction. Notably, master's science students demonstrated superior awareness of health impacts compared to nonscience undergraduates. Originality/value: This study identifies novel findings not previously reported in the literature, revealing persistent biases that necessitate higher education interventions to better emphasize the social implications of climate change -- particularly health impacts -- within action-oriented educational programs and curricula. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507690 |
| Database: | ERIC |
| Abstract: | Purpose: This study aims to examine prospective science teachers' climate change literacy in Indonesia, evaluating their readiness to teach these concepts in schools per national curriculum mandates. Additionally, it investigates potential variations in competency profiles based on educational level (undergraduate vs. master's) and disciplinary background (biology vs. science education). Design/methodology/approach: A validated questionnaire, adapted from established instruments, was administered to 127 preservice teachers. Quantitative analysis employed the Rasch measurement model via Winsteps software, with key outputs including: Wright Maps for person-item distribution, Mean Square Fit Statistic, Standardized Z-Score Fit Statistic, Point-Measure Correlation, Reliability indices (Cronbach's alpha) and Differential Item Functioning Measure. Findings: Prospective science teachers exhibited heterogeneous ability levels, with >50% at moderate and some at low proficiency. These disparities risk inconsistent climate change instruction. Notably, master's science students demonstrated superior awareness of health impacts compared to nonscience undergraduates. Originality/value: This study identifies novel findings not previously reported in the literature, revealing persistent biases that necessitate higher education interventions to better emphasize the social implications of climate change -- particularly health impacts -- within action-oriented educational programs and curricula. |
|---|---|
| ISSN: | 1467-6370 1758-6739 |
| DOI: | 10.1108/IJSHE-04-2024-0292 |
