2026/04/01 by Stephanie Leite · 1 voice
Environmental Science · Social Sciences · #Adult and Continuing Education Topics #Environmental Education and Sustainability #Sustainability in Higher Education
paper · doi:10.1080/13504622.2026.2648640
openalex publication_date 2026/04/01 · openalex created_date 2026/04/02 · openalex updated_date 2026/06/14
Climate change education in school settings often depends on dedicated teachers to ensure it is realized in the curriculum. This paper aims to better understand the determinants of teacher agency to practice transformative climate change education (TCCE). Drawing from evidence collected at schools in Québec, Canada, the paper applies a leverage-points lens to identify spaces for shifting educational systems towards TCCE. The article offers: an overview of systems thinking as applied to climate change education; findings from collaborations with two schools that serve as case studies on integrating TCCE across disciplines; a discussion of how these two cases point to conditions for achieving teacher agency in the practice of TCCE; and possible leverage points to stimulate systemic change. The analysis suggests that relying on high-stakes exams as the default assessment approach blocks meaningful TCCE implementation.