Contemporary pedagogical approaches to climate change education in Kindergarten

Inquiry-based learning is a pedagogical approach that empowers learners to actively construct knowledge by engaging in problem-solving, critical thinking, questioning, and hands-on experiences. The inquiry-based approach in science emphasizes learners' active role in creating their understanding of the natural world. This review critically examines the application and impact of inquiry-based science approaches in kindergarten education. Through a thorough analysis of 16 research articles, the study shed light on different aspects of inquiry-based learning, including subject areas, participants, methodologies, types of inquiry-based approaches, theoretical frameworks, and impacts on learning outcomes. Findings show a predominant focus on early years’ science, with kindergarten children being the primary participants. The use of qualitative research methods shows a trend toward a comprehensive understanding of the issue. The study underscore the significance of using inquiry-based learning approach in kindergarten education and offers helpful information for teachers, decision-makers, and researchers. It also emphasizes the need for further empirical studies, particularly those addressing instructional models, challenges faced in the classroom to execute inquiry-based learning, and longitudinal studies to evaluate the long-term impacts of inquiry-based science education on kindergarten children performance.

BackgroundPhysical activity and motor skills acquisition are of high importance for health-related prevention and a normal development in childhood. However, few intervention studies exist in preschool children focussing on an increase in physical activity and motor skills. Proof of positive effects is available but not consistent.Methods/DesignThe design, curriculum, and evaluation strategy of a cluster randomised intervention study in preschool children are described in this manuscript. In the Prevention through Activity in Kindergarten Trial (PAKT), 41 of 131 kindergartens of Wuerzburg and Kitzingen, Germany, were randomised into an intervention and a control group by a random number table stratified for the location of the kindergarten in an urban (more than 20.000 inhabitants) or rural area. The aims of the intervention were to increase physical activity and motor skills in the participating children, and to reduce health risk factors as well as media use. The intervention was designed to involve children, parents and teachers, and lasted one academic year. It contained daily 30-min sessions of physical education in kindergarten based on a holistic pedagogic approach termed the "early psychomotor education". The sessions were instructed by kindergarten teachers under regular supervision by the research team. Parents were actively involved by physical activity homework cards. The kindergarten teachers were trained in workshops and during the supervision. Assessments were performed at baseline, 3-5 months into the intervention, at the end of the intervention and 2-4 months after the intervention. The primary outcomes of the study are increases in physical activity (accelerometry) and in motor skills performance (composite score of obstacle course, standing long jump, balancing on one foot, jumping sidewise to and fro) between baseline and the two assessments during the intervention. Secondary outcomes include decreases in body adiposity (BMI, skin folds), media use (questionnaire), blood pressure, number of accidents and infections (questionnaire), increases in specific motor skills (throwing, balancing, complex motor performance, jumping) and in flexibility.DiscussionIf this trial proofs the effectiveness of the multilevel kindergarten based physical activity intervention on preschooler's activity levels and motor skills, the programme will be distributed nationwide in Germany.Trial RegistrationClinicalTrials.gov Identifier: NCT00623844

A pedagogical strategy called "play-based learning" was one of the new visions, purposes, and objectives introduced by the kindergarten program. Play-based learning is a child-centered approach that emphasizes play-based learning in the curriculum material. This qualitative study's goal was to investigate the pedagogical methods instructors in full-day kindergarten are employing to encourage play-based learning. Participants in the study were interviewed using semi-structured interviews with open-ended questions. To find new patterns, the data was transcribed, coded, and memorized. This qualitative research study discovered that there are various pedagogical approaches to play-based learning. With some sub-themes, three major themes emerged: the full-day kindergarten teacher's awareness of play-based learning, Strategies for promoting play-based learning in full-day kindergarten and concerns regarding play-based learning in full-day kindergarten through the significant influence that teaching had on a play-based learning environment, teachers realized the critical significance of student outcomes in determining the true effectiveness of the learning environment. This research shows that teachers strongly advocate the importance of providing play-based learning for students. This research had several limitations, most notably that participants lacked a comprehensive grasp of PBL, and the number of uncontrolled factors that affected the study's findings was negligible. The results of this study will provide information to educators about how to provide best support to kindergarten teachers in their pedagogical decision-making.

Teaching in kindergarten has shifted in recent decades, with the US lagging behind other countries that embrace play as a core pedagogical approach. While global efforts, such as the UN Convention on the Rights of the Child, and national curricula in countries like Canada, Australia, and New Zealand promote play, opinions on its role in early elementary education (K-2) remain divided in the US, and more research is needed to develop effective teaching strategies. This quasi-experimental, pilot study explored the effects of two pedagogical approaches on Title I kindergarten students’ executive function (EF), receptive vocabulary, and academic achievement, hypothesizing that purposeful play would particularly benefit students from low-income backgrounds. Results showed that the play-based group made significantly greater reading gains, with links between stronger teacher-reported EF skills and higher academic progress. Although some limitations exist, the findings underscore the potential of play-based pedagogy to enhance children's educational outcomes.

This systematic literature review examines the trends and effectiveness of Articulate Storyline as an interactive learning medium in Indonesian language education. Through a comprehensive analysis of 15 empirical studies published between 2023-2025, this review investigates the implementation patterns, pedagogical approaches, and learning outcomes associated with Articulate Storyline-based interventions. The review employed PRISMA guidelines for systematic screening, with inclusion criteria focusing on language learning contexts, empirical methodologies, and measurable outcomes. The findings reveal that Articulate Storyline demonstrates consistent effectiveness in enhancing student engagement, learning independence, and academic performance across various language competencies including reading comprehension, speaking skills, listening abilities, and writing proficiency. Quantitative analyses across studies showed significant improvements in learning outcomes, with N-Gain scores ranging from 0.59 to 0.81, indicating medium to high effectiveness levels. Validation studies consistently reported high validity scores (79.65%-97.7%) and practicality ratings (87%-98%), confirming the pedagogical soundness of Articulate Storyline-based interventions. However, the review identifies critical limitations including small sample sizes, single-location implementations, and limited longitudinal assessment. The integration of Articulate Storyline with contemporary pedagogical approaches such as Problem-Based Learning and local wisdom demonstrates promising potential for creating culturally responsive and engaging language learning environments. This review contributes to the growing body of evidence supporting technology-enhanced language instruction and provides recommendations for future research directions, including cross-institutional studies, longitudinal effectiveness assessments, and adaptive learning feature integration.

Purpose: Using an action-research design, this study examined the impact of combining concepts from two contemporary pedagogical approaches, the Constraints-led Approach (CLA) and Step-Game Approach (SGA), on the development of youth volleyballers’ tactical knowledge, as expressed in performance, throughout a full competitive season. Method: Fifteen players and one coach participated in this study, which involved three action-research cycles, each including the processes of planning, acting and monitoring, reflecting, and fact-finding. The first author, who had the role of coach-researcher, collected data using a reflexive diary and field notes between September 2017 and June 2018, as well as eight semi-structured focus-group interviews. Data were analyzed using thematic analysis, in which inductive procedures deepened understanding of the development of the participants’ tactical knowledge. Results: Findings suggested that combining CLA with SGA improved tactical knowledge in specific ways. Players progressed from a starting point where they were only able to describe game scenarios, and act without tactical criteria or considering contextual game constraints, to a point where their intentions during tactical actions were shaped by their ability to think strategically and guide their attention to recognize and interpret different constraints. Conclusions: Results suggested that the development of players’ tactical knowledge benefited from a mutual integration of different, yet complementary, pedagogical approaches. By integrating SGA and CLA it was possible to enhance players’ adaptable thinking using learning tasks involving the manipulation of meaningful constraints that afforded variable repetition and the resolution of tactical problems.

This article examines literacy and language development in early childhood, with particular emphasis on the conceptual distinctions between these processes, the prevailing instructional methodologies, and the strategies used to foster an interest in reading both prior to and throughout formal schooling. Literacy is understood as the technical acquisition of reading and writing skills, whereas language development concerns the ability to apply those skills within meaningful social practices, embedding reading and writing in everyday contexts. The study reviews traditional and contemporary pedagogical approaches, including alphabetic, syllabic, global, and constructivist methods, and underscores the need to integrate decoding techniques with meaningful reading experiences. It further analyzes the roles of families, teachers, and public policy in cultivating young readers, highlighting the importance of enriched learning environments, shared reading practices, children's literature, and interdisciplinary projects. Evidence from diverse contexts, including vulnerable communities and technology-mediated learning environments, shows that it is possible to promote sustained interest in reading while strengthening foundational literacy competencies. The article concludes that literacy and language development must be treated as interconnected processes that combine technical skill acquisition, social use, and the intrinsic pleasure of reading. Together, these dimensions contribute to the formation of critical, autonomous readers capable of engaging with texts across multiple contexts, thereby fostering children’s cognitive, social, and cultural development.

Este documento presenta los antecedentes investigativos del proyecto Una pedagogía del lenguaje y la comunicación en las prácticas culturales y comunicativas de los jóvenes de los colegios públicos de Bogotá, adscrito al Doctorado en Educación de la Universidad Distrital Francisco José de Caldas. Dicha investigación asume como núcleo temático la relación que existe entre la formación en lenguaje, las prácticas comunicativas de los jóvenes y las matrices culturales que subyacen a estas prácticas. La revisión de antecedentes que se presenta enseguida, ha sido elaborada a partir del análisis y la revisión documental de estudios recientes sobre el tema de la investigación, y gira en torno a la práctica pedagógica del lenguaje en Colombia, asumida como el escenario cotidiano en el que interactúan las formas de ser, actuar y pensar de maestros y estudiantes en la clase de Lengua Castellana. Para ello, la exposición de hallazgos inicia con un recorrido por la práctica pedagógica del lenguaje en Colombia, seguido por una caracterización de dicha práctica en otros países de América Latina y en Europa. Además, en los apartados tres y cuatro se exponen los elementos de la política educativa colombiana y la relación entre comunicación, cultura y pedagogía que propone el enfoque sociocultural para la enseñanza del lenguaje. Finalmente se plantea una reflexión de cierre sobre los hallazgos de la revisión de antecedentes.

The systematic utilization and dissemination of e-learning, in juxtaposition with the expansion needs for collaborative knowledge, has led to a new generation system, Virtual Worlds (VWs). The quintessence and assistance of VWs allows adult users to immerse themselves in a common 3D multimedia environment, emphasizing co-creation and co-construction of their “knowledge field.” The corollary of interactivity and social form of modeling, allows the design of e-learning activities in accordance with contemporary pedagogical approaches. This chapter focuses both on how using the most advanced 3D Web-emulator of the real world, Second Life (SL), will increase users’ learning ability and vehemently consecrate the common multi-user environment as an incubator of knowledge and action. The methodology is to evaluate SL with the assistance of 70 trainee users, according to four different parameters that postulate the learning progression in a virtual system. The main contribution of this research will be to highlight the suitability of SL for organizing and conducting collaborative scenarios in higher education.

This chapter introduces the field of climate change education, noting the paradox that in spite of many efforts at incorporating climate change in education policy and curriculum frameworks, and a diversity of practices in schools, there is little evidence that such efforts are contributing to adaptation, mitigation or reversal of climate change. The chapter reviews the role of international development organizations advocating for and developing frameworks in support of climate change education. This is followed by an analysis of ongoing efforts of climate change education.The chapter argues that more effective education for climate change at the primary and secondary education levels around the world requires context specific strategies that align the specific learning outcomes with the impacts of climate change in that context. Implementing those strategies requires the development of institutional capacity in schools that is aligned to the stage of institutional development of the school. The chapter explains how a multidisciplinary framework that accounts for the cultural, psychological, professional, institutional and political dimensions of the change process can support the development of collaboration and coherence in implementing those climate change education strategies. Those strategies need to also specify the particular populations that need to develop such competencies and the optimal means of delivery. The chapter also situates the literature on climate change education within the larger context of the literature on deeper learning, twenty first century skills and education system change, explaining how deeper learning in climate change education might influence attitudes and behaviors in ways that prevailing didactic approaches focused principally on the transmission of scientific knowledge do not.To develop such context specific climate change education strategies and to build the institutional capacity to implement them, the chapter makes the case for more intentional engagement of universities, in partnership with schools and non-formal education organizations. This would serve the dual role of providing support for schools in advancing climate change education, while also educating higher education students on climate change through problem based, participatory and contextually situated approaches.

This article explores the integration of sustainability skills within a screen industry module through the critical lens of climate change education. Applied Skills for a Sustainable Media Industry was designed for UK higher education by a university–industry collaboration with BAFTA albert. This initiative started with a handful of higher education institutions and representatives from education bodies, but it now includes more than 50 partner institutions and organisations. This case study focuses on the module developed by the university–industry collaboration. The Applied Skills course, which teaches both production-based and content-focused curricula, is explored through its various continuities and alterations in the context of the wider literature on climate change education. While the name may sound deceptively simple – in being teaching about climate change – climate change education is a complex and multifaceted concept which spans international education policies, disciplines, interpretations and actualisations. In recent years, focus has been placed on understanding climate change as a complex social issue as well as a scientific one. This has meant a shift away from a science-only approach towards more systems-level thinking that cannot escape sociopolitics. Thus, there is an imperative within climate change education to teach both ‘climate’ and ‘change’. In response, this article explores how the offerings from Applied Skills can be analysed with reference to the wider scholarship on climate change education, with a particular focus on the scientific (climate) and social (change) themes. The research concludes with an overall reflection on the BAFTA albert Education Partnership in the context of climate change education, the wider university landscape, and university–industry collaborations.

Climate change is a concern for all countries in the world. UNESCO is taking part in efforts to increase awareness regarding climate change, one of which is by creating the Greening Education Partnership program. Climate Change Education (CCE) is an effort in the education sector to increase students' awareness of climate change. This article attempts to analyze publication trends regarding CCE and explore other opportunities for further research on the topic of CCE. The method used is the systematic literature review (SLR) method and data analysis using bibliometrics. The data used in this research are documents published by journals on the Scopus database published in 2013-2022. In 2013-2022, 462 documents can be searched in the Scopus database with the keyword ‘climate change education’. The analysis results show that discussions about CCE related to curriculum, learning, and students have been widely studied and published. However, there is no visible academic interaction between the authors. These conditions can be the basis that CCE needs to be implemented thoughtfully to increase awareness of environmental change. Apart from that, its implementation also requires collaborative roles from each sector so that CCE implementation can be carried out optimally. There needs to be a policy to encourage implementation by integrating CCE and the curriculum. Schools and universities encourage teachers and lecturers to deliver CCE in learning by including specific topics that can be related.

School culture includes values, principles, and criteria. It is an integral part of sustainability education, of which climate change education (CCE) is seen as a way to improve students’ ability to take action to mitigate climate change. This survey aimed to investigate Finnish student teachers’ views of factors important in implementing CCE in school culture and their abilities as teachers to promote CCE. Thirty-six student teachers wrote essays regarding the implementation of school culture and responded to a questionnaire concerning their ability to act as climate change (CC) educators and the challenges they identified in teaching and learning about it. Inductive content analysis was used to study the essays. In student teachers’ answers, six themes to implement in school culture were identified: elements, work community, teacher’s impact, students in the centre, actors outside the school, and challenges. The student teachers highlighted challenges, such as views that deny CC and challenge the transformation of school culture to support sustainable development. The suggested ways to support CCE in daily school life that were very concrete, such as recycling and food education. Student teachers found their own ability to act as climate educators to be relatively good. They identified challenges, especially in motivating students to learn about CC and to participate and take action towards a climate-friendly lifestyle. Students’ conflicting attitudes, values, and beliefs related to CC, reinforced by their inner circle, were seen as challenges in teaching and learning about CC. Despite these challenges, transforming a school culture to support CCE should be the goal of every school.

Accelerated social, economical, technological and cultural change largely driven by global digitalisation and networking invites us to scrutinise and reconsider the theoretical assumptions underpinning our contemporary teaching approaches in higher education. This paper explicates the authors’ rationale and its underlying assumptions for designing and implementing interventions into current teaching and studying practices to foster the emergence of a “new culture of learning” in formal higher education. It discusses the role of conversational tools and procedures for coaching students in this context and the personal barriers the authors’ have experienced in a series of intervention studies in the field.

Climate change presents significant challenges to current and future generations. How is formal schooling helping to meet this challenge? The Australian Curriculum, including the Cross Curriculum Priority of Sustainability, may provide space for teachers to engage with the complexities of climate change in their classrooms but does not, in most cases, encourage teachers to engage with climate change as a complex, multi-dimensional issue and relies instead on teachers’ own initiative. A doctoral research study explored Queensland teachers’ understandings of climate change and climate change education and how these understandings, along with other factors identified by teachers, influence their engagement with climate change education. The data reported here were collected from over 300 surveys and 21 interviews with in service teachers. The results suggest that despite the apparent priority teachers place on climate change education, few feel they are adequately supported to include climate change in their classes in any meaningful way. As a result, many do not include the issue in a formal capacity but rather rely on incidental conversations and discussions. From this study it appears that Queensland’s formal schooling sector is inadequately preparing Queensland students for an uncertain future shaped by rapid climate change.