Excited to announce the publication of my latest research article titled “Teacher conceptions of climate change and their role in climate change education: Insights from Indonesian upper-secondary teachers,” now available in Discover Sustainability.

The study surveyed 329 upper-secondary teachers across four municipalities in Indonesia to explore their conceptions of climate change across cognitive (knowledge), affective (socio-emotional), and behavioural (action) dimensions. It investigates how these conceptions correlate and influence their willingness to engage in climate change education. I hope this study will contribute to the design of climate change education and professional development programmes that better integrate teacher perspectives and address their specific needs.

I extend my heartfelt thanks to my supervisor and mentors at the Sustainable Society Design Centre of The University of Tokyo for their valuable guidance. Special appreciation to the teachers who generously contributed their time to this study. Lastly, I am grateful to Indonesia’s Ministry of Education, Japan Society for the Promotion of Science, and Sompo Environment Foundation for their support.

Access the full open-access article here: https://doi.org/10.1007/s43621-025-01334-2