This study examines the implementation of climate-action simulations across five educational levels in Japan, from sixth-grade elementary to Master’s-level teacher training. Using the En-ROADS Climate Solutions Simulator, lessons were designed to support leaners’ acquisition of content knowledge about climate change and to cultivate futures thinking—the ability to consider long-term consequences, explore trade-offs, and compare multiple climate scenarios. Lesson content and structure were adapted to match learners’ developmental stages, ranging from simple, visible policy choices to complex, stakeholder-based decision-making. Data were collected through pre- and post-questionnaires, worksheets, reflections, and classroom observations. Findings show that as students advanced through the educational levels, their climate policy decisions became more strategic, and their futures thinking more sophisticated. In-service teachers demonstrated the most integrated use of policy tools and long-term reasoning. These results suggest that simulation-based learning can effectively support both climate change understanding and the development of futures thinking in school science and science teacher training.

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.