Design and Implementation of STEM Teaching Modules for Students’ Climate Education

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Published: Apr 18, 2026
DOI: https://doi.org/10.12681/codiste.9868
Keywords:
climate education STEM teacher identity teacher identity development
Emily Michailidi
University of Crete
https://orcid.org/0000-0003-1094-9407
Athanasia Kokolaki
University of Crete
https://orcid.org/0000-0003-4819-7669
Eleni Botzaki
University of Crete
https://orcid.org/0009-0008-3586-8033
Chara Bitsaki
University of Crete
https://orcid.org/0000-0001-8952-9207
Kalliopi Zarba
University of Crete
Katerina Tsifetaki
University of Crete
Ioannis Xypolias
University of Crete
Christos Masouras
University of Crete
Nikos Kapelonis
University of Crete
Dimitris Stavrou
University of Crete
https://orcid.org/0000-0002-2813-0152
Abstract

This study examines climate change teaching material developed by 12 in-service science teachers within the STEM-id project. The teachers designed activities integrating key scientific concepts (such as the greenhouse effect and carbon cycle), fostering crucial competencies (scientific inquiry, systems thinking, decision-making), and incorporating STEM characteristics like inquiry-based and problem-centered learning. The analysis highlighted the importance of interdisciplinarity and connections to real-life contexts, enhancing students’ understanding of complex environmental issues and preparing them to act as active and responsible citizens.

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