2025 Volume 39 Issue 5 Pages 49-52
This pilot study explored the impact of action-oriented video training on Mongolian secondary teachers’ climate change content knowledge and instructional practices. Six teachers (four pre-service, two in-service) engaged with three regional case videos from Indonesia, India, and Malaysia. After the training, data were collected through focus group discussions and analysed using the SCAT method. Results showed improved understanding of climate change as a human-driven issue and greater interest in participatory teaching methods such as projects, storytelling, and local action. Participants also expressed a shift in assessment approaches, preferring reflective and behaviour-based tools over traditional testing. While the intervention was short-term, it provided useful insights into how video-based resources can support teacher training in climate change education. Further research is needed to assess long-term application and integration into classroom practice.
