Integrating Climate Change into English Language Teaching: A Survey of Indonesian Teachers' Preparedness and Perspectives.

Authors

  • Sary Silvhiany Universitas Sriwijaya
  • Sakilah Rahmadhani Universitas Sriwijaya
  • Rita Inderawati Universitas Sriwijaya
  • Meilinda Meilinda Universitas Sriwijaya
  • Kuntum Trilestari Universitas Taman Siswa

DOI:

https://doi.org/10.29408/veles.v7i3.24232

Keywords:

Climate change education, ELT, sustainable education, preparedness and perspectives

Abstract

Climate change is one of the most critical issues we are currently facing. Considering the devastating impact of climate change to many people in the world, an interdisciplinary approach to climate change mitigation is highly essential. Teachers have a crucial responsibility in transferring knowledge, persuading students, and setting an example for critical thinking and environmental advocacy in order to prepare students for the challenges posed by climate change. The issue of climate change is one of the topics and goals of EFL teachers in preparing students to face climate change. The aim of this research is to explore teachers' knowledge, beliefs, attitudes and preparedness in integrating climate change issues in ELT. This study employed a survey method, which involved 214 Indonesian EFL teachers from various levels of education, from elementary to high school. Data were analyzed through questionnaires, consisting of four parts: teachers’ knowledge, belief, attitude and preparedness in integrating climate change issues in ELT. The results show that there is a correlation between knowledge, belief and attitude towards preparedness in incorporating climate change education in EFL learning. Moreover, most teachers expressed their willingness to teach climate change issues in ELT, despite the score of their knowledge, belief, and attitude regarding climate change. These results shed light on teachers’ understanding of climate change, belief about, and attitude toward climate change issues. Implications of the study include the possibility of incorporating climate change education in EFL learning and EFL sustainable teacher education.

Author Biography

Sary Silvhiany, Universitas Sriwijaya

Dr. Sary Silvhiany is a lecturer at English Education, Faculty of Teacher Training and Education, Sriwijaya University. She earned her PhD from the department of Literacy, Culture, and Language Education at Indiana University Bloomington, USA and her master’s degree from the University of Arizona, Tucson, USA and Master of Education from Sriwijaya University, Palembang. Her research focuses on literacy/biliteracy as social and critical practices, multiliteracies and multilingual inquiry pedagogy, & Teacher Education.

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Published

2023-12-29

How to Cite

Silvhiany, S., Rahmadhani, S., Inderawati, R., Meilinda, M., & Trilestari, K. (2023). Integrating Climate Change into English Language Teaching: A Survey of Indonesian Teachers’ Preparedness and Perspectives. Voices of English Language Education Society, 7(3), 801–815. https://doi.org/10.29408/veles.v7i3.24232

Issue

Vol. 7 No. 3 (2023): VELES (Voices of English Language Education Society)

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