Treatment of Planetary Climate Regulation in Spanish Secondary Education and Bachillerato School Textbooks

This exploratory study examines how planetary climate regulation is addressed in 39 Compulsory Secondary Education and Bachillerato textbooks used in Spain, focusing on three key regulating factors, global ocean circulation, atmospheric circulation, and the greenhouse effect, and their integration into a coherent, interrelated model. Textbooks from Biology and Geology, Physics and Chemistry, Scientific Culture, and Earth and Environmental Sciences, published by three anonymised Spanish publishers, were analysed using two complementary instruments—a global presence grid and an analytical grid—examining explanation type, presentation format, didactic resources, and activities associated with each submodel. The results reveal a fragmented and largely disconnected treatment of the three factors across educational stages, with limited explicit articulation of their interrelationships. This fragmentation restricts students’ ability to understand the functioning of each factor, recognise their systemic interdependencies, and appreciate the role of human activity in climate regulation.