Designing a pedagogical framework to strengthen climate-integrated teaching skills for pre-service science teachers in support of the SDGs

Abstract

This study aims to develop a climate change-based pedagogical framework to improve the teaching skills of pre-service science teachers. The research adopts the Borg & Gall development model, including needs analysis, development, validation, and implementation stages. Data were collected through expert validation, practical observations, and pre-test and post-tests assessing learning design and teaching implementation skills. Data analysis employed percentage agreement, paired t-tests or Wilcoxon tests, and n-gain analysis. The results indicate that a specifically designed pedagogical framework is essential to support the Sustainable Development Goals (SDGs), particularly sustainable climate change education, and is necessary for pre-service science teachers. Expert validation showed that the framework is highly valid, with content validity scores of 3.70, construct validity scores of 3.71, and reliability exceeding 88.00%. The framework was also rated as highly practical by lecturers (98.98%) and students (98.88%). Implementation in microteaching courses revealed significant differences between pre-test and post-test scores (p < 0.001), with a moderate increase in science lesson design and teaching skills integrated with climate change issues (n-gain = 0.32–0.38). Overall, the framework enhanced scientific understanding, pedagogical competence, technology integration, and ecological awareness, supporting SDGs 4 and 13.