Teacher Identity and Climate Change Education: Implications for Curriculum Integration in Indonesia

Abstract The aim of this study is to investigate the integration of climate change education into the curriculum in Indonesia from teachers’ perspectives. Specifically, the paper will explore teachers’ beliefs and values concerning climate change education as well as the integration strategies they prefer at the intersection of complex factors such as political, cultural, as well as institutional and individual considerations. Using the teacher environmental identity perspective, narratives about climate change integration from 21 teachers in Indonesia are analyzed. The findings are organized into four environmental identity constructs, namely, master storyteller, early adopter, reluctant implementer and discouraged believer. These constructs reflect the complexity of climate change integration while affording insights into the personal and professional dimensions of teacher identity, as well as relational aspects that merit consideration. Moreover, the findings point toward the curriculum constructs likely to operate in this context that also present some challenges and opportunities.