A diagnostic study on climate literacy in the context of social sicence education

The aim of this study is to examine the curricula and textbooks of the Life Sciences, Social Studies, and Geography courses developed within the scope of the Türkiye Yüzyılı Maarif Model in the context of climate literacy and climate activism, and to reveal the views of pre-service Social Studies teachers on the concept of climate activism. The research was designed within a qualitative methodology. In this regard, through the document analysis method, the curricula of the Life Sciences, Social Studies, and Geography courses published within the Türkiye Yüzyılı Maarif Model, as well as the Grade 1 Life Sciences, Grade 5 Social Studies, and Grade 9 Geography textbooks used in the 2024–2025 academic year, were analyzed in terms of climate literacy and climate activism. Furthermore, data were collected via a semi-structured interview form from 149 pre-service teachers studying in the Department of Social Studies Education at Bolu Abant İzzet Baysal University, Faculty of Education. The data were analyzed using content analysis, and the findings were presented in tables according to the relevant themes. The results revealed that the concepts of "climate literacy" and "climate activism" were not explicitly included in the curricula and textbooks but were mostly addressed implicitly. Although most pre-service teachers had a positive attitude toward climate activism, this awareness often did not translate into action.