Investigating Thai Local Secondary School English Teachers’ Perceptions of Climate Change and Its Classroom Teaching

Background and Objectives: Despite Thailand’s vulnerability to climate change, the topic is underrepresented in the national curriculum. This research investigated Thai local secondary school English teachers’ perceptions of climate change and the attitudes towards teaching this topic in the classroom. It explores whether the researcher’s training program, “Climate Awareness through English Classroom Activities,” which provides practical classroom strategies, enhances the linkage between climate change and human life, and indicates the possibility of instructional implementation, will be able to increase their willingness and confidence to teach this topic. Methods: A two-day teacher training program, “Climate Awareness through English Classroom Activities,” was organized to collect data from 25 participants through a test, two questionnaires with open-ended items, an evaluation form, and personal interviews. This research employs a mixed-method approach. The quantitative data were analyzed using a 1–10 rating Likert scale, and percentages to interpret the responses. Descriptive statistics were used to summarize the quantitative findings. The qualitative data were analyzed through content-based interpretation. Results: The results indicated that the teachers’ climate change knowledge was moderate, with an average score of 6.5 out of 10. While 96% believed they would be affected by climate change, only 27% could briefly identify its impacts. Nonetheless, all participants agreed on the importance of teaching climate change to secondary school students, demonstrating a positive attitude toward integrating the topic into English classrooms. They recognized climate change as a global issue requiring awareness. The training was reported to have positively influenced the teachers’ environmental perspectives and achieved a satisfaction rating of 4.7 out of 5. Additionally, 90% of the teachers reported a shift in their attitudes, attributing it to realizing that teaching climate change in English classrooms was less complex than they had initially thought. Application of this study: The findings suggest that this kind of training projects can enhance English teachers’ perceptions and attitudes, as well as foster their confidence and willingness to teach climate change in the classroom. The data from these research results are beneficial to policymakers and educational strategists working to promote climate change awareness among students. Conclusions: The findings suggest that tailored teacher training programs can significantly enhance English teachers’ perceptions of climate change and their confidence in teaching the topic. The positive shift in attitudes and increased willingness to integrate climate change into English classrooms highlight the potential for such training to effectively support climate change education. This study contributes to the development of climate change education in EFL contexts, offering practical guidelines in connecting environmental issues with English language instruction.