How teachers address climate change in secondary schools: a scoping review protocol

Abstract

This document outlines the planned protocol for conducting a scoping systematic review to examine how secondary education teachers perceive and engage with climate change as an educational subject. The protocol adheres to the guidelines established by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), along with tailored recommendations for conducting scoping reviews. Additionally, we present the findings of a scoping exercise designed to identify the most effective search terms for advancing the review process.