Proposals for teacher self-improvement to address climate change denial in the secondary classroom

Authors

DOI:

https://doi.org/10.62697/rmiie.v5i2.336

Keywords:

Climate change denial, secondary education, teacher training, critical thinking, climate literacy

Abstract

This article proposes a framework for professional development for teachers to address climate change denial in lower secondary education. It points out that denial has evolved from explicit denial to more subtle strategies such as delaying action and greenwashing. In response, teachers must develop critical climate and media literacy that enables them to identify disinformation, biased sources, and fallacious rhetorical tactics. Teaching should employ problem-based and inquiry-based methods, such as partial searches, so that students actively analyze disinformation strategies and distinguish between legitimate scientific dissent and ideological denial. Furthermore, linking climate change to visible local problems (e.g., invasive species) helps overcome psychological and identity-related barriers (such as climate privilege or environmental cynicism). The ultimate goal is to establish a conceptual framework for teacher professional development that allows them to address climate change denial in the lower secondary classroom.

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Published

2026-04-01

How to Cite

Hernández-Echemendía, J., Requeiro-Almeida, R., & Bravo-Montano, N. Y. (2026). Proposals for teacher self-improvement to address climate change denial in the secondary classroom. Revista Mexicana De Investigación E Intervención Educativa, 5(2), 209–220. https://doi.org/10.62697/rmiie.v5i2.336

Issue

Vol. 5 No. 2 (2026): Innovación educativa y desafíos contemporáneos para la inclusión y el desarrollo integral (abril-junio)

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Artículos

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Copyright (c) 2026 Jany Hernández-Echemendía, Reinaldo Requeiro-Almeida, Norma Yadira Bravo-Montano

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