Understanding Teachers’ Preparedness for Climate Change and Sustainability Education: A Narrative Review (2015–2026)

Abstract

This narrative review examines teachers’ preparedness for climate change and sustainability education between 2015 and 2026. Anchored in the ESD for 2030 Framework, Pedagogical Content Knowledge (PCK), Social Cognitive Theory, and Transformative Learning Theory, it conceptualises preparedness as a multidimensional construct encompassing climate and sustainability knowledge, pedagogical competence, self-efficacy, professional development, and institutional support. Across diverse contexts, teachers show strong support for sustainability and recognise the importance of climate change education, yet report limited climate literacy, uncertainty about pedagogical strategies, low instructional confidence, and inadequate access to sustained professional learning. Teacher education programmes often embed sustainability inconsistently, treating it as peripheral rather than integral. Structural barriers such as fragmented curricula, scarce resources, weak institutional leadership, and insufficient policy guidance further constrain implementation. Evidence highlights that sustained, collaborative, and practice-oriented professional development, including university–school partnerships and professional learning communities, significantly enhances teachers’ confidence and competence. The review argues that improving preparedness requires coordinated efforts among teacher education institutions, schools, policymakers, and professional development providers. Systematic integration of climate change and sustainability into pre-service curricula, ongoing professional learning, and supportive policy and institutional frameworks are essential for enabling teachers to deliver transformative, action-oriented climate and sustainability education.