Integration of Climate Crisis Awareness and Nature-Based Learning into Curricula: Perspectives of Primary School Teachers

Abstract

A sustainable future is possible by educating children about the climate crisis and environmental issues. In this context, this study aims to examine the views of primary school teachers on integrating climate crisis awareness and nature-based learning into curricula. The sample of the study consisted of 15 primary school teachers working in the province of Adıyaman in the Southeastern Anatolia Region of Türkiye. Data were collected using a personal information form and a semi-structured interview form. The data were analyzed using the content analysis method. The results of the study revealed the perspectives of teachers on climate crisis awareness and the integration of nature-based learning into curricula. It is concluded that curricula are found inadequate in both quantitative and qualitative terms, while the integration of climate crisis awareness and nature-based teaching into curricula is viewed positively. Teachers criticize the lack of materials, low public awareness, and insufficient physical infrastructure in schools. In the educational process, whether conducted face-to-face or through digital tools, the aim is to present children with hopeful scenarios rather than fear and anxiety. It is observed that local, cultural, and ecological contexts guide the teaching process, and teachers require in-service training.

1. Introduction

The climate crisis arises from human activities incompatible with nature, such as deforestation, fossil fuel use, urbanization and proliferation of concrete structures, overconsumption and disposable culture, industrial production, and lack of awareness in waste management [1,2,3,4,5,6,7,8,9]. The climate crisis negatively impacts human life, leading to global warming, rising sea levels, extreme weather events, agricultural yield loss, and ecosystem collapse [10,11,12,13].

According to a United Nations report [14], the climate crisis has caused more than 11,000 nature- and climate-related disasters in the past 5 decades. These disasters have resulted in the deaths of approximately 2 million people. Storms, hurricanes, floods, droughts, and heatwaves are among the most prominent events. World Health Organization (WHO) data indicate that 3.6 billion people live in regions vulnerable to climate change [15]. This situation makes the tangible and fatal consequences of global vulnerability increasingly visible in different parts of the world. For example, in the summer of 2022 alone, heatwaves in Europe caused more than 60,000 deaths [16]. These data support pessimistic scenarios projected for the future, as it is estimated that between 2030 and 2050, climate change-related crises will cause an additional 250,000 deaths [15]. The climate crisis not only leads to health problems and loss of life but also brings economic challenges. In low-income countries, a 1-degree increase in annual temperatures results in a 2% decline in investment outputs and a 10% decrease in investments after seven years [17].

With the future of the planet at risk, the importance of raising awareness of the climate crisis among future generations is evident. The primary school period is a critical stage in the development of children’s environmental awareness. However, this process is built upon the foundations laid in early childhood education. Therefore, the primary school curriculum is not merely a starting point but serves as a bridge that deepens the awareness process initiated in early childhood education. Therefore, climate crisis awareness is considered essential in primary school curricula. Raising awareness of the climate crisis at an early age through curricula can provide multiple benefits [18,19]. One of the most effective ways to raise climate crisis awareness is nature-based learning. Nature-based learning is an approach that takes students outside the conventional classroom setting, enables them to interact directly with the natural world, and through this interaction, develops their cognitive, sensory, and psycho-motor skills [20]. In this approach, students carry out the learning process in natural environments or in human-made environments that contain natural elements (e.g., plants, soil, water, air). This process not only involves acquiring knowledge about nature but also encompasses interdisciplinary learning in which nature is used as both a tool and a learning environment [21]. Today, forest schools in Japan [22,23], nature schools in Washington [24], and green schools in Bali [25] are among the notable examples of nature-based education. Similarly, the integration of indigenous agricultural practices into curricula in the Philippines is worth noting [26,27]. Through nature-based learning, children can interact more with nature and the environment and become more aware of the climate crisis [28,29,30,31]. The conceptual framework of this study is grounded in the idea of raising climate crisis awareness through nature-based learning.

According to the review of the literature that was conducted for this study, as a global phenomenon, the climate crisis has been addressed from multiple perspectives. At the university level, Kinol et al. (2023), McCowan (2023), Leimbach and Milstein (2022), Morote et al. (2025), and Phelan and Lumb (2021) have emphasized the importance of sustainability and climate literacy in higher education [32,33,34,35,36]. Leger-Goodes et al. (2022), Martin et al. (2021), Mercer (2022), Sanson and Hoorn (2019), and Vergunst and Berry (2022) have examined the psychological and socio-emotional impacts of the climate crisis on children and young people [37,38,39,40,41]. The results of these studies have revealed that the climate crisis is a multidimensional phenomenon that substantially affects the psychological, emotional, and social lives of children and youths.

In early childhood research, El-Sharkawy (2023) assessed the climate change awareness levels of kindergarten students, while Bahgat and Elias (2023) developed musical story programs to raise climate crisis awareness among preschool children and demonstrated the effectiveness of this method [42,43]. Rousell and Cutter-Mackenzie-Knowles (2019) analyzed the literature on climate change education and highlighted the need for participatory, interdisciplinary, creative, and affectively strong teaching practices [44]. Arnot et al. (2024), Berse (2017) investigated the perceptions of children regarding climate crisis risks, whereas Dunlop et al. (2020) discussed the role of schools in supporting climate crisis activism and the obstacles encountered in this process [45,46,47]. Van Kessel (2020) drew attention to the importance of ethical responsibility in teaching the climate crisis [48].

Focusing on the perspectives of teachers, Kozmus and Psunder (2024) and Tang (2025) revealed that teachers acknowledged environmental problems, expressed concern about climate change, and shared views on the teaching process [49,50]. Favier et al. (2021) and Morales-Aguilar et al. (2025) emphasized the impact of teacher training on climate crisis awareness and teaching competencies [51,52]. Semiz and Temiz (2021) examined the practices and perceptions of preschool teachers regarding nature-based learning, while Miller et al. (2021) conducted a systematic analysis of quantitative studies on nature-based learning for primary school children, demonstrating its positive effects on various variables [53,54]. Finally, Parmak and Karaaslan Semiz (2024) and Tok et al. (2017) addressed pedagogical awareness and educational needs concerning climate change in their studies conducted with teachers [55,56].

With its economic, social, psychological, and pedagogical dimensions, the climate crisis affects the future of humanity, and raising awareness at an early age is the key to a sustainable future. The climate crisis is a universal phenomenon and poses a serious threat not only to Türkiye but to all countries worldwide. A review of existing studies revealed no previous study examining climate crisis awareness and nature-based teaching at the primary school level in the context of the perspectives and practices of teachers. This study, which addresses the integration of climate crisis awareness and nature-based learning into primary school curricula, is original in that it directly incorporates the perceptions, observations, and practices of teachers.

In this study, it is considered important to utilize the power of nature in increasing climate crisis awareness among primary school students, who are at the very beginning of their educational journey, and helping them cope with climate crisis anxiety. In this sense, the study, which explores the perceptions, observations, and experiences of teachers in implementing curricula in classrooms, is expected to contribute to the literature both theoretically and practically. It is also anticipated to guide the quality of environmental education processes at the primary school level. The results of the study are considered significant because they offer concrete data directly to international institutions and organizations that adopt education-based approaches to increase climate crisis awareness. From the perspective of classroom practices, it is expected that the results of the study will benefit teachers and curriculum development specialists in presenting these concepts more effectively. Furthermore, they are projected to assist policymakers and decision-makers in the field of education in developing appropriate strategies. In addition to supporting the general trends in climate awareness found in the existing literature, the study is original in terms of reflecting the ecological experiences specific to the context of Adıyaman onto the educational process. In the study, a hope-based approach was adopted in the educational process rather than fear- and anxiety-oriented scenarios. Through nature-based instruction, the study encourages positioning students not as passive observers but as active partners in generating solutions. Another distinctive aspect of the study is that nature-based learning is not limited to outdoor activities. Instead, the study demonstrates how it is hybridized with digital tools within urban constraints and insufficient physical infrastructure through concrete teacher practices.

In the current primary school curriculum implemented in Türkiye, it is observed that environmental topics are generally limited to superficial definitions such as ‘keeping the environment clean’ [57,58]. The occasional resistance of teachers to nature-based pedagogy due to reasons such as physical safety concerns or time constraints also hinders this process [59]. In this study, a hope-based framework that empowers children with a sense of agency, rather than fear and anxiety, was adopted in climate crisis education. Within this framework, the aim of the study is to reveal the perceptions, observations, and experiences of primary school teachers regarding the integration of climate crisis awareness and nature-based learning into instructional programs. Answers to the following research questions are sought:

• In the context of the Turkish education system, what is the structural position of climate crisis awareness and nature-based learning approaches within the current primary school curriculum, and what are the pedagogical perceptions of primary school teachers regarding the integration of these elements into instructional programs?
• How do teachers integrate climate crisis awareness and nature-based learning into classroom practices, and what challenges do they encounter in this process?
• How do teachers approach the emotional responses of students to the climate crisis, and how do local cultural and ecological contexts influence teaching practices?
• What improvements are proposed to enhance climate crisis and nature-based learning in primary school curricula, and what are the professional development needs of teachers in this process?

2. Materials and Methods

2.1. Research Design

This study, which aims to examine the views of primary school teachers on the integration of climate crisis awareness and nature-based learning into curricula, was conducted with a qualitative design. The design was structured as a case study. Case studies investigate how and why a phenomenon, event, or process occurs within its real-life context [60,61]. Accordingly, the experiences of primary school teachers regarding the process of integrating climate crisis awareness and nature-based teaching into curricula were treated as the case, and the views of these teachers on this process were examined in detail.

2.2. Sample

The sample of the study consisted of primary school teachers working in the province of Adıyaman in the Southeastern Anatolia Region of Türkiye. Relevant institutions in the province of Adıyaman were contacted through official channels to recruit participants. Initially, 25 randomly selected teachers were reached. The study was completed with the participation of 15 volunteers (acceptance rate: 60%). A simple random sampling method was used in selecting the sample. In simple random sampling, each individual in the population has an equal chance of being selected. This method was preferred in this study to increase objectivity, reach diverse views representing the population, and ensure ease of implementation [62,63]. Some descriptive characteristics of the participants are presented in

Table 1. Demographic characteristics of the sample.

Codename	Age	Gender	Professional Experience (Years)	Classroom Size	Grade Level Taught	Education Level	Place of Employment
P1	46	Male	18	24	2	Bachelor	District center
P2	32	Female	8	24	4	Bachelor	District center
P3	38	Female	14	32	3	Bachelor	District center
P4	40	Female	17	42	3	Bachelor	City center
P5	24	Male	1	27	1	Bachelor	District center
P6	38	Female	17	29	2	Bachelor	City center
P7	29	Male	6	13	3	Bachelor	Village
P8	27	Female	5	29	4	Master	City center
P9	36	Male	8	31	4	Bachelor	City center
P10	41	Female	21	14	2	Doctorate	City center
P11	43	Female	19	26	3	Bachelor	City center
P12	42	Male	19	30	2	Bachelor	City center
P13	27	Female	3	23	1	Bachelor	Village
P14	34	Female	9	28	4	Master	City center
P15	26	Male	3	9	3	Bachelor	Village

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Table 1 shows that 60% of the participants were women, and 40% were men. Their ages ranged from 24 to 46. Their experience in the profession varied between 1 and 21 years. It was found that 80% of the participants held bachelor’s degrees, 13.3% held master’s degrees, and 6.7% held a doctorate. While 53.3% worked in the city center, 26.7% worked in district centers, and 20% worked in villages.

2.3. Data Collection Instruments

Two data collection instruments were used in the study. The first was a personal information form addressing the demographic variables of the participants. In the data collection process, the personal information form was used in print format. This form included questions about gender, age, professional seniority/experience, place of employment, classroom size, and educational background. The second instrument was a semi-structured interview form. The interview form consisted of eight questions. Its preparation began with a review of the literature on the climate crisis and nature-based learning. As a result of this review, nine questions were initially drafted for the participants. These questions were submitted for the assessments of two academicians with expertise in curriculum development and instruction, one with expertise in Turkish language education, one with expertise in primary-middle school education, and one with expertise in measurement and evaluation. Based on their feedback, one question was removed because it overlapped with another (Question 9: What role does nature-based learning play in the attainment of targeted achievements related to the climate crisis in the curriculum? How do you establish the balance between these 2 concepts in the classroom as a teacher?). Before implementation, a pilot study was conducted with three primary school teachers. Positive feedback from the pilot implementation indicated that the interview form required no further changes and was ready for application. For the sake of methodological transparency, the matrix matching the interview questions and the objectives of the study is presented in

Table 2. Correspondence between research questions and interview questions.

Research Questions	Semi-Structured Interview Questions
1. In the context of the Turkish education system, what is the structural position of climate crisis awareness and nature-based learning approaches within the current primary school curriculum, and what are the pedagogical perceptions of primary school teachers regarding the integration of these elements into instructional programs?	In your opinion, how do climate crisis and nature-based learning approaches find a place in the primary school curriculum? How are these concepts defined in the curriculum, and in which courses and topics are they addressed?
	In your opinion, how do climate crisis education and nature-based learning complement each other? What do you think about integrating these two approaches into curricula together? As a teacher, how do these concepts reflect on you?
2. How do teachers integrate climate crisis awareness and nature-based learning into classroom practices, and what challenges do they encounter in this process?	What kind of activities do you carry out in your classroom to raise awareness of the climate crisis by using nature-based learning methods? Could you share the methods you use and tangible examples of the practices you have implemented?
	What are the difficulties you encounter when integrating climate crisis and nature-based learning topics into curricula? Could you elaborate on the practical, structural, or content-related problems you experience in this regard?
3. How do teachers approach the emotional responses of students to the climate crisis, and how do local cultural and ecological contexts influence teaching practices?	When you observe that your students experience anxiety, fear, or worry related to the climate crisis, what approach do you adopt? How does nature-based learning help them cope with such emotional states?
	How do the cultural and ecological characteristics of the region you live in affect your climate crisis education and nature-based learning practices? How do the nature of your region, its seasonal characteristics, its traditions, or the public’s view of the environment reflect on your practices?
4. What improvements are proposed to enhance climate crisis and nature-based learning in primary school curricula, and what are the professional development needs of teachers in this process?	In your opinion, what changes should be made for climate crisis and nature-based learning to be included more effectively in the primary school curriculum? What improvements would you suggest in the curriculum, teaching program, or school structure?
	In these areas (climate crisis awareness education and nature-based learning), in what subjects would you like to be supported as a teacher? In terms of professional development, what kinds of training, resources, or guidance services do you need?

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2.4. Data Collection

Before collecting data, ethical approval was obtained from the Social Sciences and Humanities Ethics Committee at Adıyaman University (Decision No. 218). An informed consent form was prepared to ensure that potential participants were informed about the study. Participation was voluntary, and consent forms were signed. The process was conducted in accordance with ethical principles, and the participants were informed that they could withdraw from the study at any time. Interviews were conducted in the schools where the participants worked. A quiet room was allocated to allow them to express their thoughts and feelings comfortably. Each interview lasted an average of 34 min. Questions were asked in the same order to all participants. Interviews were audio-recorded, transcribed into electronic format, and verified by the participants. To protect anonymity, the participants were given codenames as P1, P2, P3, …, P15.

2.5. Data Analysis

The content analysis method was used to analyze the data collected in the study. The content analysis was carried out based on the approach of Patton (2001), who offers a reliable framework for qualitative studies [61]. The entire dataset was read, and initial impressions were noted. These initial impressions included main topics, striking ideas, and interesting quotations. The dataset was read a second time to begin the analysis. Coding was performed on text units. Throughout the coding process, categories and themes were created. After the researcher completed the coding, two academicians working in the field of measurement and evaluation reviewed the coding. As a result of the coding process, the following themes were formed: the place of climate crisis and nature-based learning in primary school curricula, the integration of climate crisis awareness and nature-based learning, teacher practices, challenges encountered in integrating climate crisis awareness and nature-based learning into curricula, teacher practices supporting the emotions of students in the context of the climate crisis, the influence of local cultural and ecological characteristics on climate crisis education and nature-based learning practices, suggestions for integrating climate crisis awareness and nature-based learning into the education system, and the needs of teachers for professional support and development.

3. Results

3.1. Place of Climate Crisis and Nature-Based Learning in the Primary School Curriculum and Perceptions of Teachers Regarding This Issue

Within the scope of the first research question, two questions were asked of the participants. Within the first sub-problem, the first question focuses on how climate crisis and nature-based learning approaches are conceptualized in primary school curricula, within which subjects and learning outcomes they are addressed, and through which topic headings they are presented to students. The responses were grouped under the headings of insufficiency of content and definition in curricula, positioning within curricula, and recent developments in curricula. The views of the participants in this context are presented in

Table A1. Participant views on the place of climate crisis and nature-based learning in primary school curricula.

Theme	Category	Code	Excerpts from Statements	Codenames	f
Place of climate crisis and nature-based learning in primary school curricula	Insufficiency of content and definition in curricula	Lack of clear definition/scope	Not explicitly included, superficial information.	P10, P11, P12, P14, P8, P6, P9	7
		Limited to topics covered	Saving, recycling, disasters.	P11, P12, P15, P8, P13	5
		Implicit/indirect discussion	General framework, indirect emphasis, suggested through texts.	P10, P7, P1, P3, P9	5
	Positioning within curricula	Inclusion in core courses	Social studies, natural sciences, main subjects.	P11, P13, P14, P7, P8, P1, P2, P3, P5, P9	10
	Recent developments in curricula	Ministry of National Education projects/focus	New projects, increased importance recently.	P13, P6, P9	3

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Their responses to the first question showed that the participants believed there was a structural inadequacy in how climate crisis and nature-based learning approaches were addressed in curricula. They stated that these concepts were not explicitly included and were not presented with sufficient definitions. Nevertheless, some participants indicated that they introduced these concepts indirectly through their own pedagogical efforts. The participants emphasized that addressing the concepts only with simple statements such as “keeping the environment clean” trivialized them. They underlined the potential for the interdisciplinary integration of the two concepts within curricula. They also noted that the concepts were generally included in core courses such as Social Studies, Turkish, and Natural Sciences. Participant views also highlighted that in Turkish language courses, the concepts were often conveyed implicitly through texts. It was observed that the Ministry of National Education had recently emphasized the issue with projects such as “Green Homeland” in the 2025–2026 academic year.

P8: “In my opinion, the concepts of the climate crisis and nature-based learning appear in the curriculum indirectly, but it is difficult to say that they are addressed in a direct and comprehensive manner. In particular, these topics are touched upon in Social Studies and Science courses under headings such as environment, recycling, water conservation, and protecting nature. However, since the term ‘climate crisis’ is generally not explicitly mentioned, it becomes difficult for students to understand this concept comprehensively. In the lessons, efforts are made to instill love of nature and a sense of responsibility, but I think this approach needs to be made more systematic in line with today’s conditions.”

P12: “Our curriculum does not include concepts related to the climate crisis. I teach third graders. The content is mostly about keeping nature and the environment clean. I think this is very superficial information. For years, we have written pages in our notebooks about keeping the environment clean, but it has no effect. If a child throws the package of the food they eat on the ground during recess, and this does not reflect in their daily life, then writing and talking about it has no educational value.”

The second question posed to participants within the scope of the first research problem focuses on the relationship between climate crisis education and nature-based learning approaches, and their potential for combined use. The views were grouped under the headings of functional integration of the two approaches, affective and behavioral benefits of education, and limitations in practice. The results are presented in

Table A2. Participant views on the integration of climate crisis awareness and nature-based learning.

Theme	Category	Code	Excerpts from Statements	Codenames	f
Integration of climate crisis awareness and nature-based learning	Functional integration of two approaches	Turning abstract into concrete	Becoming concrete through contact with nature, reinforcement.	P10, P14, P8, P3, P9	5
		Struggle and solution orientation	Producing solutions to problems, moving toward action.	P10, P11, P13, P8, P3, P4	6
		Inseparable unity of concepts	Integration necessary and meaningful, cannot be considered separately.	P10, P11, P13, P1, P2, P5	6
	Affective and behavioral benefits of education	Responsibility/love of nature	Awareness of life, consciousness, responsibility.	P10, P14, P15, P8, P9	5
	Limitations in practice	Weight of the term “crisis”	Expression too heavy, abstract for primary school.	P6	1

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The responses of the participants to the second question indicated that they believed the integration of the two approaches was necessary and pedagogically effective. They emphasized that nature-based learning provided students with concrete experiences that helped them grasp abstract concepts. The participants generally agreed that the integration of the two concepts was essential for instilling environmental sensitivity, responsibility, ethical awareness, and love of nature. They also argued that nature-based learning could help alleviate the anxiety and fear that may arise from the climate crisis. According to the participants, nature-based learning approaches could instill hope in students regarding the climate crisis. They highlighted that students could realize they were not passive observers but active agents of change, becoming part of the solution. They stated that the integration of the two approaches could contribute to the holistic development of the cognitive, affective, and psychomotor skills of students.

P5: “These concepts are notions that must be addressed with careful attention in education and instruction. The climate crisis is not a conspiracy theory. It is important to increase awareness of crises that have serious consequences and that have already occurred or continue to unfold. If integrated into our educational programs, it will enable the cultivation of generations who are conscious of this issue.”

P8: “I think these two approaches complement each other beautifully. Nature-based learning allows students to establish direct contact with nature, helping abstract concepts become concrete. Climate crisis education deepens the meaning of this contact. Children notice changes in the environment and learn to establish cause-and-effect relationships. As a teacher, these concepts remind me that students need to gain not only knowledge but also sensitivity. A class hour spent in nature while explaining the climate crisis can be much more effective than a long lecture in the classroom. Therefore, addressing both approaches together creates both cognitive and emotional awareness in students.”

3.2. Integration of Topics Related to Climate Crisis and Nature-Based Learning into In-Class Practices and Challenges Encountered in the Process

Under this heading, two questions were asked of the participants. The first question asked within the scope of the second sub-problem focuses on how teachers reflect nature-based learning methods in their classroom practices to raise awareness of the climate crisis. The responses of the participants were grouped under the headings of direct contact/action, waste management, and digital/verbal support. The results regarding the classroom practices of the participants are presented in

Table A3. Teacher practices.

Theme	Category	Code	Excerpts from Statements	Codenames	f
Teacher practices	Direct contact and physical action	Planting/growing activities	Tree planting, seed sowing, terrarium.	P10, P11, P15, P6, P2, P9	6
		Observation and discovery activities	Mini-ecosystem observation, nature walks, experiencing temperature differences.	P10, P8, P1, P9, P7	5
		Environmental cleaning/repair	Cleaning the schoolyard, collecting litter.	P1, P2, P5, P9	4
	Waste management and classroom activities	Recycling practices	Art from waste, collecting batteries/caps, waste separation corners.	P10, P11, P12, P8, P2, P6	6
		Emphasis on behavior and saving	Posters on saving water/energy, climate-friendly boards.	P11, P13, P8	3
	Digital and verbal support	Use of visual/audio materials	Animation, short film, videos, simulation.	P14, P15, P6, P1, P2, P3, P4	7
		Discussion and information	Information on greenhouse gases, environmental talks, discussion on fires/disasters.	P12, P15, P6, P1, P3	5

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The views of the participants showed that they worked with high motivation in practice. According to their responses, the participants turned to simple but action-oriented practices such as tree planting, seed sowing, and terrarium building to make children active in the process. They stated that they tried to develop children’s creativity through exhibitions created from waste materials. In classrooms, learning environments based on learning by doing and experiencing were attempted through practices such as collecting batteries/caps and mini-ecosystem observations. However, it was observed that the participants limited their activities to the schoolyard and inside the school. There were also participants who were unable to carry out the activities that should be performed in nature, and instead, they showed these activities through videos on smart boards. It was seen that most participants submitted to spatial constraints.

P11: “For several years, I have been doing e-twinning projects. We usually choose our project topics entirely from nature-based subjects such as nature, recycling, climate change, and the importance of water. For example, the last project I carried out was called ‘The child developing in the transforming nature.’ We carried out our activities entirely with substances and materials from nature. I always tried to instill the idea of being productive rather than a consumer. I paid attention to having recycling waste bins in our classroom.”

P15: “Tree planting activities, presentations to instill love of plants and animals, display of animations on the smartboard about loving nature…”

Within the scope of the second research problem, the second interview question focuses on the difficulties encountered in integrating climate crisis and nature-based learning topics into curricula. The responses given by the participants to this question were grouped under the headings of time constraints, spatial and logistical barriers, societal and parental barriers, and teacher competencies. The difficulties encountered by the participants are shown in

Table A4. Participant views on challenges encountered by teachers in the integration of climate crisis and nature-based learning into curricula.

Theme	Category	Code	Excerpts from Statements	Codenames	f
Challenges encountered by teachers in the integration of climate crisis and nature-based learning into curricula	Structural and time constraints	Intensive curriculum, limited class hours	Curriculum pressure, inability to allocate enough time, no flexible plans.	P10, P11, P15, P8	4
		Incorrect positioning of targeted achievements	Inadequate targeted achievements, included in the last unit.	P13	1
		Inadequate content and concepts	Abstract concepts, inadequate content.	P10, P9, P3	3
	Spatial and logistical barriers	Insufficient infrastructure	Concrete cities, inadequate outdoor spaces, no natural environment.	P12, P14, P8, P4	4
		Activity approvals and procedures	Parental consent, failure to obtain trip applications approved, bureaucracy.	P13, P6	2
		Inadequate physical materials/technology	Difficulty obtaining materials, lack of smart boards/projectors.	P10, P11, P8, P1	4
	Societal and parental barriers	Low public awareness	Lack of public awareness, recycling not prevalent.	P6, P2, P3	3
		Parental indifference/resistance	Lack of parental interest, activities considered “extracurricular” or “hindering”.	P10, P13, P8	3
		Problems about behavioral permanence	Failure to transform education into permanent behavior.	P5	1
	Teacher competencies	Lack of vocational training	Insufficient training, limited access to guiding content.	P7, P8	2

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According to the views of the participants, although the participants were highly motivated on the subject, they faced major obstacles. These obstacles were listed as deficiencies in the curriculum or misplacement of the subject, difficulty in finding natural environments due to the prevalence of concrete structures in urban areas in nature-based activities, low levels of parental awareness, and teachers not considering themselves competent. The participants thought that the lack of awareness among parents and the general public negatively affected learning. The greatest pressure regarding nature-based learning was procedural fear. In activities that needed to extend beyond the school, bureaucratic barriers and heavy paperwork overwhelmed teachers.

P13: “The number of targeted learning outcomes related to the subject in the curriculum is insufficient. In addition to this, since activities related to these subjects are generally those that can be implemented outside the classroom, parental permissions and official letters required for trips may result negatively. Parents may consider these out-of-class activities dangerous for their children. Moreover, these activities may take longer than the time specified in the curriculum.”

3.3. Approach to Student Emotions and Local Context in the Face of the Climate Crisis

Under the third research question, two interview questions were asked of the participants. Within the third sub-problem, the first question focuses on how teachers approach emotional responses such as anxiety, fear, and worry that arise in students due to the climate crisis, and the role of nature-based learning in helping them cope with these emotions. The responses of the participants to the question were grouped under the headings of approaches to emotional reactions and hope/action-oriented solutions. These results are presented in

Table A5. Supportive teacher practices regarding student emotions in the context of the climate crisis.

Theme	Category	Code	Excerpts from Statements	Codenames	f
Supportive teacher practices regarding student emotions in the context of the climate crisis	Approaches to emotional reactions	Normalizing anxiety/instilling trust	Understanding feelings, safe spaces, normalization.	P8, P9, P1, P2	4
		Avoiding bad scenarios	Avoiding fearmongering, instilling hope.	P6, P13, P4, P1	4
		Explaining natural processes	Describing natural events as normal, cyclical processes.	P15, P12, P2, P3	4
	Hope/action-oriented solutions	Emphasis on active participation	Transformation from passive observers to active resolvers.	P10, P8, P9, P11, P1	5
		Focus on resolution and improvement	Reforestation, transformation through small steps.	P12, P13, P6, P8, P4	5

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The participants emphasized that climate crisis awareness education is a serious emotional management process. While seeing the climate crisis as a cognitive learning process for their students who are still at the primary school level, they also focused on reducing fear and anxiety. They emphasized that instead of talking about negative situations that could lead children into stress, it was necessary to draw more hope-inspiring scenarios. The views of the participants also included the idea that to reduce anxiety, students should be helped to relax through nature-based and active learning methods. In addition to this, it was underscored that by explaining that natural events are normal and cyclical processes, the emotional states of students could be brought under control. It was observed that the participants used the therapeutic power of nature in managing anxiety and tried to avoid the word “crisis.”

P8: “When I encounter such emotions, I first try to understand and normalize my students’ feelings. I tell them that their fears are very natural, but that it is possible to produce solutions together. Nature-based learning works very well here. A small observation in nature, planting a sapling, or a rainwater collection activity instills hope in children. Thus, instead of a big problem they cannot control, they notice their own contributions. Instilling in students the idea of ‘Small steps that start change’ becomes the most effective way to turn anxiety into hope.”

P14: “…by giving them suggestions indicating that they will need such natural environments more in the future and that they need to protect these environments in a conscious manner.”

The second question under the third sub-problem focuses on the impact of the cultural and ecological characteristics of the region where teachers live on climate crisis education and nature-based learning practices. Their responses to the question were grouped under the headings of the effect of local geography and climate, social and cultural awareness, and use of local context. The results related to these participant views are shown in

Table A6. Effects of local cultural and ecological characteristics on climate crisis education and nature-based learning practices.

Theme	Category	Code	Excerpts from Statements	Codenames	f
Effects of local cultural and ecological characteristics on climate crisis education and nature-based learning practices	Effect of local geography and climate	Urbanization and lack of natural environments	Reinforced concrete, megacities, disconnect from nature.	P14, P8, P9	3
		Advantages of rural/natural heritage	Agricultural tradition, facilitation of nature-based education.	P10, P7	2
		Regional climate issues	Drought, water scarcity, bushfires, harsh seasons.	P11, P15, P4, P9	4
	Social and cultural awareness	Low environmental awareness in community	Lack of public sensitivity, lack of awareness, pollution.	P10, P13, P6, P7, P1, P5	6
		Trauma and anxiety effects	Fear of earthquakes, survival anxiety, desensitization.	P13, P2, P3	3
	Use of local context	Teaching through tangible local examples	Traffic, consumer culture, or association with local pollution.	P11, P8, P9	3

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The views of the participants showed that although the issue of the climate crisis was universal, its implementation depended on local factors. The participants stated that geography, climate, culture, and social awareness affected the quality and permanence of teaching services. The participants living in rural areas with an agricultural tradition used nature-based learning approaches more frequently, while those living in urban areas with dense apartment buildings experienced difficulty in using the power of nature. The participants tried to concretize abstract concepts by using the problems of the local climate in their teaching processes. The participants who took the problems in their local environments as the starting point of teaching emphasized that they experienced a contradiction between school and society in this process. They also reported that the recent destructive earthquake in the Adıyaman province made students realize their strength and sensitivity in the face of nature, and they thought it increased their environmental concern, sensitivity, and survival anxiety.

P9: “The region I am in is an urban area and not very intertwined with nature. This caused what I explained about the subject to remain vague and more abstract at first. The region we are in is hot and dry in the summers and rainy and harsh in the winters. To create this awareness in children, I first started with the reason why the hot weather they experience in the summers increases more every year. Presenting a problem from their own lives and explaining its cause would attract their attention more. …and that is what happened. The public’s view of the environment is not a very responsible or conscious perspective. …but as long as the necessary help and education are provided, I observed that the public became more conscious. I did not encounter any negative reaction related to the nature-based activities we carried out or the climate crisis topics I explained. Over time, that perception in children also began to change.”

P11: “We live in an arid and hot region. Naturally, this brings certain disadvantages. Nevertheless, I raise my students as individuals who are aware of nature and respectful toward it. For example, since summers are dry, and our water resources become insufficient, and stubble fires occur in the surrounding fields, I immediately conduct brainstorming sessions with the children on these and similar issues, asking them what solutions they would propose to these problems.”

3.4. Suggestions of Teachers for Improving the Integration of Climate Crisis and Nature-Based Learning into the Curriculum and Their Professional Development Needs

Under this heading, two questions were asked of the participants. Within the scope of the fourth sub-problem, the first question focuses on the necessary changes and improvements to more effectively integrate climate crisis and nature-based learning into the primary school curriculum. The responses of the participants to the question were grouped under the headings of curriculum revision, school structure and physical improvements, and social awareness. The results are shown in

Table A7. Suggestions for the integration of climate crisis awareness and nature-based learning into the education system.

Theme	Category	Code	Excerpts from Statements	Codenames	f
Suggestions for the integration of climate crisis awareness and nature-based learning into the education system	Curriculum revision	Interdisciplinary approach	Integration into all courses (Turkish, mathematics, visual arts).	P11, P8, P1, P2, P3, P9	6
		Number of targets/increased time	More targets, class hours, and flexible time arrangements.	P10, P11, P13, P15	4
		Changes in positioning	Prioritizing the “life in nature” unit.	P13, P8	2
	School structure and physical improvements	Necessity of outdoor spaces and trips	Compulsory monthly nature activities, free nature trips.	P14, P12	2
		Arrangements in physical environment at school	Small ecological gardens, hobby gardens, recycling bins.	P8, P11, P7, P9	4
		Material and book support	Updated textbooks, material support.	P10, P11, P12, P13, P5	5
	Social awareness	Mobilizing society	Compulsory tree planting, club/social activities.	P14, P15, P1, P5, P9	5
		Lifestyle philosophy/educating parents	Making the issue a lifestyle philosophy, educating parents/expectant mothers.	P6	1

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The participants agreed that climate crisis awareness should move beyond superficial teaching and transform into permanent behavior change. They argued that to ensure permanent behavior change, it must become mandatory to repeatedly emphasize the subject across all disciplines. They also emphasized that more teaching targets and time were needed in the curriculum, and the subject should spread as a general culture in schools and society. Among the suggestions of the participants were increasing the number of hobby gardens, ecological areas, and recycling bins in the physical environment of schools. They stated that nature-based activities should be compulsory and free of charge. They also recommended that bureaucratic and logistical barriers be removed to expand nature-based learning activities. Most importantly, they emphasized the need for a comprehensive and holistic perspective by turning what is learned at school into a philosophy of life. The results revealed their sense of helplessness regarding the lack of social awareness.

P7: “We carry out activities at school, but we need to involve parents more. Children should learn to use efficiently and economically while being raised from the core. To eliminate any problem that will harm our nature, we need to make this a philosophy of life. Especially prospective mothers should be educated so that future generations are educated. I think videos can be made about this, and small parts can be included in regular films. Every year, a tree planting campaign can be launched for everyone in society for themselves.”

P2: “It should be included in the instructional program of every course in the school. Students’ sensitivity toward the environment in which they live must be increased. For this purpose, play-based activities should be implemented so that children grow up both enjoying themselves and developing a sense of responsibility. Through activities in which the student both has fun and engages in practice (such as projects, educational games, and competitions), learning will occur through hands-on experience.”

The second question under the fourth sub-problem focuses on the professional support and development needs of teachers in the areas of climate crisis awareness training and nature-based learning. The responses of the participants to this question were grouped under the headings of training and competence, materials and guidance, and administrative support. The professional development needs of teachers, according to the participants, are shown in

Table A8. Professional support and development needs of teachers in the field of climate crisis awareness and nature-based learning.

Theme	Category	Code	Excerpts from Statements	Codenames	f
Professional support and development needs of teachers	Training and competence	Practical in-service training	Workshops, applied courses, training in nature.	P11, P10, P12, P6, P7, P8, P15	7
		Climate literacy and pedagogy	Climate literacy, training in appropriate instruction techniques.	P14, P8, P9	3
		Emotional regulation training	Management of climate anxiety, methods to preserve emotional balance.	P8, P9	2
	Materials and guidance	Guiding resources and sample activities	Sample activity plans, guiding booklets, publication of pamphlets.	P10, P13, P8, P1, P5	5
		Visual/audio content support	Age-specific video/animation material.	P7, P4	2
		Supply of tangible materials.	Provision of tangible materials for ecological projects, garden management training.	P15, P10, P9	3
	Administrative support	Expert support	Expert supervisors/counselors, teacher collaboration platforms.	P12, P9	2
		Expansion of university education	Compulsory university courses on nature education.	P14	1

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The statements of the participants revealed the need for practical in-service training activities beyond theoretical knowledge. The participants demanded training on methods that would ensure the active participation of students instead of ordinary in-service training seminars. It was also observed that they needed digital and tangible materials specially prepared for the primary school age group. In particular, they had pedagogical support needs for managing the emotional burden of climate anxiety. The participants stated that climate crisis awareness and nature-based learning were needs that extended up to university.

P4: “It would be better if there were more videos and animations prepared specifically for different age groups on this topic. …because sometimes we are unable to find materials that precisely match what we need.”

P8: “I especially need applicable examples and activity plans for nature-based learning. Regarding climate crisis education, training programs on techniques of explanation suitable for children and ways to maintain emotional balance would be useful. Additionally, workshops explaining how school-based ecological projects can be made sustainable would be very beneficial. Guide booklets, practical teacher seminars, and platforms that allow experience sharing with other teachers can also be supportive. Thus, in these areas, we can become stronger in terms of both theoretical knowledge and classroom practice.”

4. Discussion

In this study, which aimed to examine the views of primary school teachers on the integration of climate crisis awareness and nature-based learning into curricula, it was observed that their awareness levels were high. Although their awareness was high, the participants stated that these concepts were not sufficiently emphasized in primary school curricula. The inadequate inclusion of these concepts in teaching objectives and content, and their emphasis only in certain courses, worried the participants that students would not adequately acquire climate crisis awareness and nature-based learning skills. The statement that the relevant subjects were sometimes suggested in curricula through direct objectives and sometimes through texts in the form of latent learning was considered insufficient by the participants. Previous studies showed that in Türkiye, schoolyards are inadequate, tools and equipment are limited, children spend little time in nature, and curricula remain insufficient in this respect [64]. It is seen that there are problems not only in Türkiye but also in other countries in the integration of climate crisis awareness and nature-based learning into primary school curricula. In a 2025 study, Eilam criticized the narrow and fragmented treatment of the climate crisis in curricula [65]. Henriksson (2018) emphasized that teacher awareness was high, but curriculum content was insufficient [66]. Likewise, UNESCO (2025) reports reveal that although climate education is adopted within the scope of education policy, there are deficiencies in curricula in terms of integrating it with field practices [67]. The results of this study showed similarities to previous studies. It is thought that climate crisis awareness and nature-based practices should be included more intensively and across all disciplines in curricula.

The participants of this study had positive views on the integration of climate crisis awareness and nature-based learning into curricula together. It is considered that nature-based teaching will increase climate crisis awareness and reduce anxiety about the climate crisis. The views of the participants overlapped with the literature [68,69,70,71,72,73]. Nature-based learning plays a key role in increasing climate crisis awareness. It is clear that through nature-based practices, helping students become more intertwined with nature and see the power to take nature under their control in themselves will strengthen their sense of responsibility toward nature [74].

In the context of climate crisis awareness and nature-based learning practices, it was seen that the participants turned to activities that could be carried out through direct contact or physical action. In addition to this, it was observed that the participants kept up with the times by using digital support systems, which are indispensable in the 21st century. Previous studies have also shown that digital methods are frequently used in environmental education [75,76,77,78,79]. The finding that the participants used both nature-based practices and technological tools together showed that they addressed the climate crisis in a holistic manner and in accordance with the requirements of the age.

The participants stated that they experienced curriculum-related problems when integrating climate crisis awareness and nature-based learning approaches into their teaching processes. Moreover, the unsuitability of schools for preparing nature-based learning environments and the lack of social awareness were seen as obstacles. The feelings of inadequacy stated by the participants in teaching these subjects were also seen as an obstacle in the teaching process. The results obtained in this study were similar to the results of some previous studies [55,80,81,82,83]. Miller et al. (2022), who examined the views of teachers on nature-based learning approaches, listed the factors that made implementation difficult as the intensity of the curriculum, lack of time, and financial deficiencies [84]. Based on these results, it is seen that the obstacles teachers face are similar, even though they live in different countries.

Teachers apply different methods to approach student emotions in the context of the climate crisis. Emphasizing that the word “crisis” is a heavy expression for students, the participants avoided bad scenarios and turned to hope- and action-oriented solutions. Bryan (2020), Dunlop and Rushton (2022), Jones and Whitehouse (2021), Newberry Le Vay et al. (2024), and Ojala (2022) focused on student emotions in the process of developing climate crisis awareness and proposed different strategies for emotional regulation [85,86,87,88,89]. Among these suggestions were recognizing emotional reactions, not ignoring them, and addressing these emotions in the classroom. In this context, it is seen that the common aspect of this study and previous studies is that student emotions are taken into account, and supportive practices for these emotions are carried out.

The results of this study revealed that local, cultural, and ecological characteristics closely affect climate crisis and nature-based learning practices. Accordingly, the participants stated that local geography and climate affected the process, and low social awareness harmed permanent learning. Fu and Komatsu (2024) reported that place-based learning developed environmental commitment [90]. Giap et al. (2018) discussed that place-based education is important both ecologically and in terms of sustainability [91]. Studies conducted in Thailand and South Korea revealed that place-based teaching increased environmental sensitivity and sense of responsibility [92,93]. Local context has an astonishing power in increasing climate crisis awareness and guiding nature-based teaching practices.

The participants of this study made some suggestions for the integration of climate crisis awareness and nature-based learning into the education system. These suggestions were listed as curriculum revision, school structure and physical improvements, and increasing social awareness. It is seen that similar suggestions have also been presented in other studies. Eilam (2024) emphasized curriculum revision, Du Plessis and Postlewaight (2024) emphasized interdisciplinary treatment (for example, mathematical analysis related to marine pollution), and Van Dijk-Wesselius (2020) emphasized physical environment arrangements in schools [65,94,95]. Lloyd and Gray (2014) put forward the view that the more students turn nature into a learning space, the better they grasp environmental knowledge [96]. The similarity of the revision suggestions obtained in different studies shows that the suggestions of the participants in this study are consistent with previous studies, and studies to be carried out in this direction will strengthen relevant practices.

In this study, the participants emphasized that they had professional development needs regarding climate crisis awareness and nature-based learning. They stated that there should be practical in-service training, emotional regulation and management training, guidance on materials, and compulsory nature education courses in faculties of education. Bascope et al. (2025) suggested training prospective teachers in schools and customizing these training programs according to local needs, Parmak and Karaarslan Semiz (2024) proposed implementing a climate change education program for teachers, and Morote et al. (2025) recommended increasing the amount of course content related to climate change in teacher training institutions [35,55,97]. It is seen in previous studies and in this study that teachers have training needs. It was revealed that the professional development of teachers demonstrated success in providing more efficient climate education in primary school teaching environments [98]. In this sense, practical curriculum reforms are considered to play a role in addressing the conceptual misunderstandings of teachers related to the climate crisis. Approaching the climate crisis solely as an environmental issue leads to the neglect of its effects on the physical and mental health of individuals. At this point, chronobiology-based activities may help teachers gain awareness of the effects of climate change on sleep patterns, attention, learning processes, and emotional regulation [99,100]. Similarly, applied activities addressing the concept of chrono-disruption, which is caused by climate-crisis-related factors such as light pollution, sudden temperature changes, and disruptions in seasonal cycles, can be implemented [101,102,103]. Such tangible and interdisciplinary activities will help teachers relate the climate crisis to daily life and educational environments, rather than perceiving it as an abstract global problem. It is considered that including such applied and science-based content in pre-service teacher education and in-service professional development activities will enable the provision of a more comprehensive climate education. In this context, it is clear that supporting teachers pedagogically and theoretically is highly important.

5. Conclusions

Consequently, it was seen in this study that the awareness levels of primary school teachers regarding the climate crisis were high, but the curriculum limited them and remained insufficient. The participants had positive evaluations about the integration of climate crisis and nature-based teaching practices into curricula together. Teachers who include direct contact and active learning experiences in activities also use technology in the teaching process. The obstacles teachers encounter in the process include the physical infrastructure of schools, lack of materials, deficiencies in the curriculum, and teacher competencies. The participants who recommended using the healing power of nature in managing student emotions in the context of climate crisis awareness turned to hope- and action-oriented solutions. The participants emphasize the importance of local, cultural, and ecological contexts in influencing climate crisis awareness. It was stated that the student is part of society, and permanent behavior changes can only occur by increasing social awareness. Teachers have training needs in developing climate crisis awareness in children and nature-based teaching.

Limitations and Recommendations

This study was a qualitative case study. The participant group of the study consisted of 15 primary school teachers working in the Adıyaman province of Türkiye. No teachers from different geographical regions were included in the study. This situation makes it difficult to generalize the results. The data are limited to 8 questions in the semi-structured interview form. The results of the study are limited to the perceptions and statements of the teachers who took part in the study.

Based on the results of the study, a number of recommendations can be made. Learning targets that increase climate crisis awareness and support nature-based learning practices can be added to the curriculum of each grade level in primary school. Within the scope of curriculum reforms, implementing chronobiology- and chrono-disruption-themed special activities at the primary school level to help students understand their biological harmony with nature may deepen their ecological awareness. Curriculum revisions can be made by examining the number of learning targets, their duration, and the period in which the targets are covered. Practical in-service seminars can be given to teachers. The number of areas where nature-based teaching practices can be carried out inside and outside the school can be increased. Both physical and technological tools and materials can be provided to schools. Projects that will increase social awareness can be organized. Activities involving parents, school administrators, teachers, and students can be carried out. In curriculum development studies, feedback from teachers working in the field can be collected to make the curriculum more functional. At the international level, strengthening the ways in which existing initiatives carried out by international organizations are linked to curricula and classroom practices may contribute to the wider and more effective use of nature-based learning approaches. In this process, the functional use of international platforms that support the professional development of teachers and digital environments that enable the sharing of experiences is considered important. Finally, this study presents a local perspective through the case of Adıyaman. It is recommended that future studies include different geographical regions of Türkiye to test these findings at the national level. In particular, mixed-method research that includes school administrators, parents, and students at different grade levels in the process will provide a more comprehensive dataset for curriculum reform.