Eko Hariyono, Isna Zakhiyah, Beni Setiawan, Ida Kaniawati, Asniza Ishak
Purpose: This study aims to examine prospective science teachers’ climate change literacy in Indonesia, evaluating their readiness to teach these concepts in schools per national curriculum mandates. Additionally, it investigates potential variations in competency profiles based on educational level (undergraduate vs. master’s) and disciplinary background (biology vs. science education). Design/methodology/approach: A validated questionnaire, adapted from established instruments, was administered to 127 preservice teachers. Quantitative analysis employed the Rasch measurement model via Winsteps software, with key outputs including: Wright Maps for person-item distribution, Mean Square Fit Statistic, Standardized Z-Score Fit Statistic, Point-Measure Correlation, Reliability indices (Cronbach’s alpha) and Differential Item Functioning Measure. Findings: Prospective science teachers exhibited heterogeneous ability levels, with >50% at moderate and some at low proficiency. These disparities risk inconsistent climate change instruction. Notably, master’s science students demonstrated superior awareness of health impacts compared to nonscience undergraduates. Originality/value: This study identifies novel findings not previously reported in the literature, revealing persistent biases that necessitate higher education interventions to better emphasize the social implications of climate change – particularly health impacts – within action-oriented educational programs and curricula. © 2025, Emerald Publishing Limited.
Master Program of Science Education, State University of Surabaya, Surabaya, Indonesia; Master Program of Physics Teaching, Bandung Institute of Technology, Bandung, Indonesia; Department of Physics, Indonesia University of Education, Bandung, Indonesia; School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia
