Irish primary school teachers’ engagement with climate change education: balancing connection and criticality
アイルランドの小学校教員の気候変動教育への関与：つながりと批判性のバランス (AI 翻訳)
Emma Morrissey Gleeson, John Morrissey
🤖 gxceed AI 要約
日本語
アイルランドの小学校教員を対象に、気候変動教育（CCE）の概念化と実践を調査。オンライン調査により、自然とのつながりを育む教育法は批判的思考を促すものより多く用いられ、低影響の個人行動が高影響の行動より重視される傾向が明らかになった。新自由主義的な教育制度がCCEの実施を制約している。
English
This study examines how Irish primary school teachers conceptualize and enact climate change education (CCE). An online survey found that pedagogies fostering connection with nature are more prevalent than those promoting critical engagement with structural drivers. Low-impact individual actions are prioritized over high-impact collective actions, and CCE engagement is intermittent due to neoliberal constraints.
Unofficial AI-generated summary based on the public title and abstract. Not an official translation.
📝 gxceed 編集解説 — Why this matters
日本のGX文脈において
日本の教育現場でも気候変動教育の重要性が増す中、本論文は教員の実践と課題を示唆する。ただし、GX政策や企業活動への直接的な関連は薄く、教育政策の参考程度。
In the global GX context
This paper contributes to global scholarship on climate change education, highlighting the tension between connection and criticality. It offers insights for educators and policymakers, but has limited direct relevance to corporate GX or disclosure frameworks.
👥 読者別の含意
🔬研究者:気候変動教育の実践研究として、教員の認識と教育方法のギャップを示すデータを提供。
🏛政策担当者:教育政策における気候変動教育の支援策を検討する際の参考になる。
📄 Abstract（原文）
Climate change education (CCE) is increasingly recognised as an essential response to addressing the climate crisis. However, research that examines how CCE is conceptualised and enacted by primary school teachers is limited, particularly in the Irish context. Therefore, this paper seeks to examine how CCE is conceptualised and enacted by primary school teachers in Ireland. Through an online survey, this research assessed engagement with CCE-centred content and pedagogical approaches focused on 1) fostering connection with the wider web-of-life 2) nurturing critical engagement with structural drivers of climate change (CC), which extended to include teachers’ perceptions of the importance of, and frequency in which they encourage, individual and collective climate actions and 3) teachers’ overall engagement with CCE. Results indicate that pedagogies positioned to stimulate connection were engaged with more than those aimed at fostering criticality. Moreover, low-impact individual actions (e.g. energy-saving behaviours) and low-impact civic actions (e.g. discussion with family/the local community) were rated as more important and encouraged more frequently than high-impact individual or politically oriented collective actions. Overall, engagement with CCE was intermittent, reflecting both the age of primary school children and broader neoliberal constraints. Neoliberal-influenced education intensifies curricular pressures and prioritises outcome driven logics, impacting the implementation of slow and reflective pedagogies that enhance CCE. Findings highlight the need to support teachers in enacting CCE that nurtures connection and criticality, while also supporting them to empower children to question and challenge the sociocultural system underpinning the climate crisis.
🔗 Provenance — このレコードを発見したソース
- openalex https://doi.org/10.1080/13504622.2026.2705907first seen 2026-08-17 04:55:32
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