RT Journal Article
T1 Secondary Education Teachers and Climate Change Education: A Complementary Bibliometric and Methodological Review
A1 García Vinuesa, Antonio
A1 Conde Miguélez, Jorge
A1 Palmieri, Mayara
A1 Correa Chica, Jully Andrea
K1 Systematic review
K1 Climate change
K1 Education
K1 Teacher
K1 Middle school
K1 High school
K1 Global warming
AB Climate change is the most significant socio-environmental challenges of our time, and education has been recognized as a fundamental strategy to confront it. Yet research efforts have focused more on students than on teachers, despite the latter's key role in mediating between scientific and curricular knowledge and classroom practice. This study set out to characterize the field of educational research on climate change from the perspective of secondary school teachers. To this end, we conducted a systematic review and bibliometric analysis of 50 peer-reviewed studies from 15 countries (2010-2023). The results show a growing interest over time, with increases associated with international milestones such as the IPCC reports and the Paris Agreement, while declines are observed in connection with political shifts and the COVID-19 pandemic. Consolidated academic reference points were identified, including Eric Plutzer and Maria Ojala, alongside influential international organizations such as the IPCC and UNESCO, suggesting the presence of schools of thought and institutional frameworks that structure the field. Methodologically, descriptive and exploratory studies predominate, with a notable reliance on qualitative and mixed-methods designs using small samples, reinforcing the difficulty of accessing teachers as a research population. Overall, this review highlights significant gaps, particularly the geographical bias toward the Global North, and underscores the urgency of broader, more inclusive, and critically engaged research that positions teachers as essential agents of transformative educational responses to the climate crisis.
PB MDPI
SN 3042-5042
YR 2026
FD 2026-01-13
LK https://hdl.handle.net/10347/45095
UL https://hdl.handle.net/10347/45095
LA eng
NO García-Vinuesa, A., Conde Miguélez, J., Palmieri, M., & Correa-Chica, A. (2026). Secondary Education Teachers and Climate Change Education: A Complementary Bibliometric and Methodological Review. Metrics, 3(1), 1. https://doi.org/10.3390/metrics3010001
NO This work was supported by the Proyectos de Generación de Conocimiento 2022 (Ministerio de Ciencia e Innovación, Spain) [Educar a tiempo ante la emergencia climática y la transición socioecológica: realidades y desafíos para la educación en contextos escolares y sociales (resclim@tiempo), Code: PID2022-136933OB-C21/C22]
DS Minerva
RD 7 jun 2026