UCL - Teaching climate change and sustainability

18 Differences in inclusion by professional development Analysis considered differences in the inclusion of climate change and sustainability content into respondents’ teaching according to their previous participation in professional development. Amongst respondents who reported they ‘often’ or ‘very often’ incorporate climate change and sustainability into their teaching, the analysis identified a strong positive correlation between those who have participated in related professional development and those who ‘often’ or ‘very often’ incorporate such content in their teaching (Table 5). This was particularly the case for respondents whose ITE included a focus on climate change and/or sustainability: 73.1% of these respondents reported that they ‘often’ or ‘very often’ include climate change content in their teaching, compared with only 38.4% whose ITE did not include this focus. Analysis also found that teachers who had participated in related CPD since becoming a teacher reported higher rates of incorporating it into their teaching than those who had not.