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Teachers can be regarded as key figures in climate change education (CCE). Therefore, the purpose of this study is assessment of Iranian lower secondary teachers? level of knowledge, attitudes and practices toward CCE in a less-touched-upon context.

The present study used a cross-sectional survey design, which used a specially designed questionnaire administered in ten high schools (five boys’ and five girls’ lower secondary schools). A sample of 108 lower secondary school teachers was selected through a multistage stratified random sampling technique. The gender structure of the sample was 48.1 per cent male and 51.9 per cent female subjects. To determine the status of teachers’ knowledge, attitudes and practices, the obtained quantitative data were classified into three categories on a scale of 100 per cent: good status (more than 75 per cent), moderate status (50-75 per cent) and weak status (less than 50 per cent).

The findings revealed that the involved teachers were equipped with an appropriate knowledge, i.e. 22.2 per cent good and 52.8 per cent moderate levels of knowledge. Furthermore, the subjects’ level of attitude was moderate (44.5 per cent); however, their level of practice was weak (52.8 per cent). In terms of gender, male subjects’ knowledge and attitude levels were higher than those of female subjects. However, female subjects reported higher levels of practice in comparison with male subjects. Overall, the results of this study highlighted the necessity of improving lower secondary teachers’ CCE in general and of the level of their attitudes and practices in particular.

The present study sheds more light on the change management and environmental education within the Iranian context. The results of this study accentuate the necessity of presenting more CCE programs for teachers. Furthermore, curriculum planners can take advantage of the obtained results to carry out curriculum reforms.