Preschool Teachers' Awareness of Climate Change: Educational Considerations to Global Issues

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dc.contributor.authorTutkun, Cansu
dc.contributor.authorKorkmaz, Halil İbrahim
dc.contributor.authorBayraktar, Vedat
dc.contributor.authorYöntem, Gülden Altın
dc.contributor.authorKahraman, Pınar Bağçeli
dc.date.issued2026
dc.departmentBayburt Üniversitesi
dc.description.abstractClimate change is a significant global issue affecting many areas of life, and how this topic is addressed in early childhood is closely related to teachers' awareness and practices. This research is a qualitative study conducted to examine preschool teachers' awareness of climate change and how they reflect this awareness in their classroom practices. Twenty-one preschool teachers participated in the study, and data were collected through semi-structured interviews. The findings show that teachers mostly understand climate change in terms of global problems and observable environmental effects, while focusing on human-induced behaviors and industrialization in their explanations of the causes. Teachers' individual measures are mostly limited to daily practices such as recycling and energy conservation; participation in voluntary and collective environmental activities is low. The vast majority of teachers consider themselves partially adequate in raising children's awareness of climate change and express difficulties, particularly in concretizing abstract concepts, ensuring family participation, and instilling conscious consumption habits. Classroom activities are mostly limited to weather observations and recycling-based activities. These findings reveal significant limitations in the pedagogical deepening of preschool teachers' awareness of climate change; they indicate that teachers need to be empowered with field-specific, practice-based, and pedagogically focused professional support in order for climate change education to be effectively addressed at the early childhood level.
dc.identifier.dergipark1637646
dc.identifier.doi10.30900/kafkasegt.1637646
dc.identifier.endpage216
dc.identifier.issn2148-8940
dc.identifier.issue1
dc.identifier.orcid0000-0002-2722-2274
dc.identifier.orcid0000-0002-0424-6150
dc.identifier.orcid0000-0003-1076-4736
dc.identifier.orcid0000-0001-9958-1594
dc.identifier.orcid0000-0002-0551-7741
dc.identifier.startpage198
dc.identifier.urihttps://doi.org/10.30900/kafkasegt.1637646
dc.identifier.volume13
dc.language.isoen
dc.publisherKafkas Üniversitesi
dc.relation.ispartofe-Kafkas Journal of Educational Research
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_DergiPark_20260820
dc.subjectClimate change
dc.subjectsustainability
dc.subjectpreschool education
dc.subjecteducation policies
dc.titlePreschool Teachers' Awareness of Climate Change: Educational Considerations to Global Issues
dc.typeArticleen_US
dc.typeArticle

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