Integration of Climate Crisis Awareness and Nature-Based Learning into Curricula: Perspectives of Primary School Teachers

A sustainable future is possible by educating children about the climate crisis and environmental issues. In this context, this study aims to examine the views of primary school teachers on integrating climate crisis awareness and nature-based learning into curricula. The sample of the study consisted of 15 primary school teachers working in the province of Adıyaman in the Southeastern Anatolia Region of Türkiye. Data were collected using a personal information form and a semi-structured interview form. The data were analyzed using the content analysis method. The results of the study revealed the perspectives of teachers on climate crisis awareness and the integration of nature-based learning into curricula. It is concluded that curricula are found inadequate in both quantitative and qualitative terms, while the integration of climate crisis awareness and nature-based teaching into curricula is viewed positively. Teachers criticize the lack of materials, low public awareness, and insufficient physical infrastructure in schools. In the educational process, whether conducted face-to-face or through digital tools, the aim is to present children with hopeful scenarios rather than fear and anxiety. It is observed that local, cultural, and ecological contexts guide the teaching process, and teachers require in-service training.