Abstract

Climate change threatens all Earth's species. Future educators must understand the significance of this issue and acquire the necessary skills to formulate efficient strategies. To achieve decarbonization in a short time, incorporating Climate Change Competence (C3) has been suggested. This competency aims to prepare individuals in formal education to address the global crisis effectively. This study assesses C3 using a modified questionnaire. Data was collected from 659 preservice teachers in Honduras and Spain. The analysis clearly identifies the three dimensions of competence and their subdimensions. We validated the Questionnaire of Climate Change Competence to Preservice Teachers (Q-C3PST) questionnaire for future teachers using a third-order model. This framework is essential for objectively assessing and improving this vital competence for addressing the global crisis through education.

INTRODUCTION

The IPCC (2019) declares climate change as the utmost significant global crisis, having profound implications for society, the economy, and the environment. Education plays a crucial role in enhancing the capacity of students, teachers, school communities, and organisations to comprehend and tackle these issues within the limited timeframe. Climate Change Education (ECC) assumes a vital role in facilitating this transformation(United Nations, 2016) as its core aim is to enhance individuals' awareness of the multifaceted origins, repercussions, and measures for mitigation and adaptation. Likewise, Education for Sustainable Development (EDS) seeks to integrate these subjects into the formal education system to promote the achievement of the Sustainable Development Goals (SDGs). One of the key objectives of the ESD approach, as discussed by Buckler & Creech (2014), is to empower individuals to make informed and responsible decisions that have positive implications for themselves and others, both in the present and in the long term. The proposed holistic and interdisciplinary approach to problem-solving and decision-making by the ESD is essential for the promotion of active citizenship and civic engagement.

On the contrary, numerous studies in the literature establish that misconceptions surrounding actionable steps to combat Climate Change diminish the effectiveness of such efforts(Ikonomidis et al., 2012). Within this context, the introduction of Climate Change Competence (C3) by Fuertes et al. (2020) aims to enhance knowledge, skills, and attitudes within the formal education system. This initiative seeks to incorporate practical aspects of ECC, ESD, and scientific knowledge into school curricula. The introduction of this concept preceded that of Europe Green Competences (https://green-comp.eu/) by a small margin, and demonstrated numerous similarities. The C3 has the capability to facilitate the design of educational programs and courses, as well as the incorporation of this crucial element into existing curricula. In recognition of the crucial role played by C3, it is necessary to have assessment tools that can yield information regarding its development and facilitate targeted educational interventions. Considering the significant impact that future educators will have on climate change education, the development of an assessment tool to evaluate their C3 is imperative.

Objectives

This study aims to examine how the assessment tool C3 can be adapted for use with pre-service teachers (PSTs) and explore the self-perception of PSTs regarding a specific set of actions that are important for mitigating climate change within component C3. 

METHODOLOGY To evaluate C3 in future teachers, a study design that incorporates cross-sectional and quantitative approaches was employed. Participants 659 PSTs participated voluntarily and anonymously in the study. The sampling technique used is non-probabilistic for convenience. Males comprised 23.84% and females 67.83%. 46% were from Honduras, 54% were Spanish. 72% of PST types were elementary, with 28% being secondary. Age range of participants: 18-45, mean: 24.45. The instrument We modified the original Q-C3 for teachers to adapt it to PSTs. The instrument used was called Q-C3PST. It is a closed-ended Likert-scale questionnaire with 61 items in C3 elements. The knowledge dimension measuring interactions between the scientific veracity of climate change (CC)(Ferrari et al., 2022) and its 19 items was assessed with the response categories were: “False,” “Somewhat false,” “No sure”, “Somewhat true,” and “True”. Skills include 16 items and measure participants' engagement in CC mitigation activities like material consumption, food and diet, transport, and energy saving (Ferrari et al., 2022; Shi et al., 2016). The items were evaluated with five categories being 1 “Never” and 5 “Always”. Finally, the Attitude dimensions consisted of 29 items that determined the willingness to teach CC (Vukelić et al., 2022), actions collective on schools(Molthan-Hill et al., 2019), national policy support (Shi et al., 2016) and personal efficacy (Y. Liu et al., 2022) to action against CC and the concern (Shi et al., 2015) and hope (Y. Liu et al., 2022). The items used five categories being 1 "Totally disagree" and 5 "Totally agree". Data collection and data analysis We collected data for this research through an online questionnaire. Initially, descriptive data exploration was conducted for each item (mean, standard deviation, and item-factor correlation). We validate each element of C3 through CFA. Model fit of C3 was assessed based on a nonsignificant Chi-square and fit indices meeting the following predefined criteria: a comparative fit index (CFI) and Tucker-Lewis Index (TLI) over .90, and a root mean square error of approximation (RMSEA) of .08 or less. Cronbach's α estimated reliability. The Average Variance Extracted (AVE) assessed convergent validity. We assess discriminant validity through of the Fornell & Larcker criterion. Lastly, we evaluate nomological validity. Additionally, it can be supported by analyzing C3 and an external construct (Motivation to teach CC). This last, was coded as 0 for "Without motivation" and 1 for "Motivation to teach CC".

Most items had r values between 0.43 and 0.94. Reliability was adequate with Cronbach's alpha > .7 for all C3 items. The items successfully determined all elements of C3. Additionally, all estimated loadings were significant and > .7. AVE was satisfactory (> .5). Model fit of C3 was assessed based on a nonsignificant Chi-square (χ2/df = 1.99) and fit indices(CFI, TLI and GFI) were over .90, and a root mean square error of approximation (RMSEA) of .08 or less. The mean values were 4.13 (knowledge), 3.54 (skills), and 4.01 (attitude). Discriminant validity was evaluated with Fornell & Larcker's criterion. The square roots of the AVEs exceeded the intercorrelation values. With respect to nomological validity, previous research suggests positive relationships between knowledge, abilities, and attitudes toward CC (Higde et al., 2017; P. Liu et al., 2020; Tamar et al., 2021). Our results confirm a positive relationship between the sub-dimensions and dimensions of C3. In addition, we test the model’s external variable “motivation to teach CC” with the C3 elements. All elements of C3 had significant positive correlations with motivation to teach. The results are consistent with the literature (Vukelić et al., 2022). Therefore, the analyses of the correlations between the elements of our model and the analysis between these elements and the variable concern support the nomological validation of our model. In summary, our findings provide empirical support for the reliability, validity, and utility of the Q-C3PST questionnaire in assessing Climate Change Competence among preservice teachers, emphasizing its potential as a valuable tool for evaluating and enhancing educators' preparedness to address the global crisis through education.

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