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The project focuses on climate change education (CCE) and aims to develop anevidence-based professional development (PD) program for science teachers tosupport psychologically and pedagogically sustainable climate teaching. Grounded in Self-Determination Theory (SDT) and ecological models of teacheragency, the project examines how teachers’ autonomy, competence, andrelatedness shape their motivation and capacity to foster climate change agencyin their classrooms. To build a strong empirical foundation for the PD design,qualitative interviews and validated survey instruments were conductedwith in-service science teachers.
Based on the collected data, the project is currently developing a structured PD framework that translates teachers’ climate-related motivations andemotional experiences into actionable and sustainable classroom practices, withparticular attention to balancing hope and worry.