Climate literacy, sustainability and culturally responsive language teaching: Reimagining teacher education in Fiji

This study examines the integration of climate literacy and cultural responsiveness within i-Taukei and English language courses for pre-service teachers and language educators at a teacher training college in Fiji. Grounded in constructivist learning theory, our research identifies key barriers, in...

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Vydané v:Issues in educational research Ročník 35; číslo 3; s. 1265
Hlavní autori: Tulomana, Josaia, Tagimaucia, Varanisese, Nayasi, Kasanita
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Perth 22.09.2025
Predmet:
Curriculum Development
Educational Practices
Language Teachers
Learning Theories
Literacy
Sustainability
Sustainable Development
Teacher education
Teacher Promotion
Fiji
ISSN:0313-7155, 1837-6290
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Abstract This study examines the integration of climate literacy and cultural responsiveness within i-Taukei and English language courses for pre-service teachers and language educators at a teacher training college in Fiji. Grounded in constructivist learning theory, our research identifies key barriers, including limited resources, time constraints, and the urgent need for culturally relevant pedagogical approaches. The findings underscore the necessity for embedding climate literacy within language curricula, enhancing professional development focused on cultural responsiveness, and fostering collaborations with local communities to attain sustainable educational practices. These insights advocate for curriculum reforms promoting sustainable development within language education in teacher training programs.
AbstractList This study examines the integration of climate literacy and cultural responsiveness within i-Taukei and English language courses for pre-service teachers and language educators at a teacher training college in Fiji. Grounded in constructivist learning theory, our research identifies key barriers, including limited resources, time constraints, and the urgent need for culturally relevant pedagogical approaches. The findings underscore the necessity for embedding climate literacy within language curricula, enhancing professional development focused on cultural responsiveness, and fostering collaborations with local communities to attain sustainable educational practices. These insights advocate for curriculum reforms promoting sustainable development within language education in teacher training programs.
Author Tagimaucia, Varanisese
Tulomana, Josaia
Nayasi, Kasanita
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SubjectTerms Curriculum Development
Educational Practices
Language Teachers
Learning Theories
Literacy
Sustainability
Sustainable Development
Teacher education
Teacher Promotion
Title Climate literacy, sustainability and culturally responsive language teaching: Reimagining teacher education in Fiji
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