Climate change education: What do we know about the sources of information teachers are using?

Teachers can access a huge amount of information. The quantities are so vast they’re hard to comprehend. On a daily basis, more than 3.5 billion Google searches are conducted, more than 3.3 billion YouTube videos are watched, more than 350 million tweets are sent, and this blog post is one of more than 3.5 million written every day.^[1] As highlighted in a recent report by the Royal Society (2022), there is substantial variability in the quality of information available online. How teachers navigate these contested online environments is an important part of teachers’ professional practice, raising questions about trust, expertise, knowledge and representation. These questions are sharpened in the context of complex, contested and politically charged global issues of which climate change might be the archetypal case.