Teachers’ perspectives on effective climate change education in India

School education in India is guided by a national curriculum framework, which is generally adopted or adapted by different stakeholders. The National Curriculum Framework for School Education 2023 (NCF-SE 2023) brought out in accordance with the National Education Policy 2020 under the direction of the Ministry of Education, Government of India, strongly advocates for climate change education by listing the associated competencies to be developed in students. Keeping in view the role of teachers as facilitators for any classroom transaction, and that the effectiveness of the teaching–learning process depends on their expertise, it is imperative to understand the perspectives of teachers, based on which strategies can be adopted on how the climate change curriculum can be effectively taught. This study presents the perspectives of teachers teaching at the middle and secondary stage of school education in different parts of India. The findings cover teachers’ beliefs about climate change, awareness about the curricular goals for environmental education with respect to NCF-SE 2023, confidence and preparedness to teach climate change, and requirements for effective teaching, which reveal the critical and urgent need for professional development.