Teaching about climate change in the midst of ecological crisis: professional and ethical responsibilities and challenges

This paper reports some findings of a small, qualitative study that aims to explore the challenges teachers may encounter when teaching about climate change, especially within the midst of ecological crises, like the 2019-2020 bushfire crisis. As part of society’s collective ethical responsibility for addressing climate change, teachers have role specific responsibilities, including helping students to understand climate science; encouraging students to develop pro-environmental values and behaviours; and preparing students to adapt to an environment impacted by climate change. However, in trying to fulfill such responsibilities, teachers may encounter significant challenges. This is because, despite the scientific consensus, climate change is still socially and politically contentious, and it is a topic that may provoke strong negative emotions, including fear and anger. These debates and emotions may become more pronounced when people directly experience the negative consequences of climate change (e.g., natural disasters).