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Towards place-responsive climate change education: Mongolian primary teachers’ pedagogical judgement across urban and rural contexts

Shinetsetseg Gerelkhuu et al.

Environmental Education Research2026https://doi.org/10.1080/13504622.2026.2635431article
ABDC A
Weight
0.50

Abstract

Climate change education (CCE) in primary schools is increasingly recognised as essential, yet how teachers interpret and enact CCE across diverse local contexts remains underexplored. This study examines how Mongolian primary school teachers working with students aged 6–11 in urban and rural contexts interpret and teach climate change, with particular attention to the role of place. Drawing on semi-structured interviews with 20 teachers across contrasting contexts, the study explores how environmental, cultural, and institutional conditions shape teachers’ pedagogical interpretations and classroom practices. Data were analysed using reflexive thematic analysis, informed by conceptual frameworks that position place as an active mediator of teaching and learning. Findings show that rural teachers frequently integrated traditional ecological knowledge and lived environmental experience to connect global climate processes with locally observable ecological change, emphasising livelihood impacts and intergenerational ecological memory. Urban teachers, by contrast, framed climate change through anthropogenic pressures such as air pollution, waste, and infrastructure constraints, foregrounding feasible individual actions within everyday school contexts. Across both settings, teachers exercised place-responsive pedagogical judgement by selectively adapting climate content to local realities while navigating curriculum constraints and workload pressures. The study contributes a place-responsive account of teachers’ pedagogical judgement in CCE, demonstrating how place functions not only as context but as a condition shaping pedagogical feasibility.

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https://doi.org/https://doi.org/10.1080/13504622.2026.2635431

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@article{shinetsetseg2026,
  title        = {{Towards place-responsive climate change education: Mongolian primary teachers’ pedagogical judgement across urban and rural contexts}},
  author       = {Shinetsetseg Gerelkhuu et al.},
  journal      = {Environmental Education Research},
  year         = {2026},
  doi          = {https://doi.org/https://doi.org/10.1080/13504622.2026.2635431},
}

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Evidence weight

0.50

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.50 × 0.4 = 0.20
M · momentum0.50 × 0.15 = 0.07
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

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