An Overview of Climate Change Education Research in Indonesia: A Scoping Review Desy Fajar Priyayi (a*), Alan Reid (b), Karen Marangio (c)
School of Curriculum, Teaching, and Inclusive Education, Monash university, Australia
Wellington rd, Clayton, Victoria, 3800
*desy.priyayi[at]monash.edu
Abstract
Indonesia is one of the world^s most vulnerable countries to climate change. Climate change education (CCE) is argued as a crucial strategy to address the impact of the climate crisis. Although there has been a proliferation of academic publications of climate change education (CCE) by researchers, educators, or other stakeholders globally, there has not yet been a review to determine the research trends and authorship within Indonesia. This paper will present the findings of a scoping review that explores the trends of CCE-related research conducted in Indonesia and the authors involved. This study analysed 36 documents obtained from international and Indonesian local databases. The results show that Indonesian CCE-related research was first reported in 2015. In general, the trend of the number of articles continues to increase until 2022. The majority of CCE-related research in Indonesia focus on educational applied research, particularly the development of learning resources. Common educational strategies implemented include conveying information and building understanding. The geographical distribution of these research is mainly concentrated in Java, followed by Sumatra, and Kalimantan, with a significant emphasis on students in secondary school setting. These findings highlight the importance of conducting basic educational research, undertaking further investigation in high climate risk regions, focusing on professional development for teachers and pre-service teachers, strengthening collaboration efforts, and exploring ways to enhance the quality of publications and research related to CCE.
Keywords: climate change education, Indonesia, scoping review
