Teaching climate change and sustainability: A survey of teachers in England

A survey investigating the state of climate change and sustainability education in England with a particular focus on teachers’ practice, and their professional development.

In 2022-23, UCL’s Centre for Climate Change and Sustainability Education (CCCSE) conducted a survey of teachers to generate new insight into the state of climate change and sustainability education in England. Through an online questionnaire, we invited teachers from all subject areas and all stages of schooling to share their views on climate change and sustainability, on their related teaching practice and professional development experiences, and on the types of support they would want to support them to do more. Findings from our initial round of survey data analysis have been published in a new open access report – Teaching climate change and sustainability: A survey of teachers in England. 
 
The findings reveal both strengths and gaps in the provision of climate change and sustainability education in England. For instance, the analysis identifies that whilst teachers of science and geography at secondary level continue to be the most active in teaching climate change and sustainability, teachers from a wider range of subject areas are willing to incorporate these topics into their teaching. However, the findings also indicate limited coverage within initial teacher education or continuing professional development that would support teachers to develop their related practice.
 
The report serves as an evidence base for those who seek to support teachers to fulfil their important roles in society’s transformation to a sustainable future. The Centre for Climate Change and Sustainability Education will use the findings, and further analyses from the survey data, to develop our professional development programmes for teachers of all subjects and age-phases - Teaching for Sustainable Futures - and to support schools develop and implement climate change action plans.
 
This research was funded by the University College London Strategic Investment Fund.