Based on the EU Digital Education Action Plan, fostering the development of a high-performing digital education ecosystem is a priority. Therefore, climate change teaching should also be scaffolded with technology integration.
A technology-supported curriculum related to climate change should focus on improving pre-service teachers’ cognitive domains such as content knowledge and understanding (Bush et al. 2016).
The literature suggests that to take responsible actions to stop climate change, the affective domains (e.g. emotion, moral and ethical reasoning) of teachers should be supported and developed (Herman et al. 2020).
Character and values are critical driving forces to support individuals’ decision-making and responsible actions (Lee et al. 2012). However, the literature suggests that technology-enhanced curricula does not consider the development of the ‘character and values’ of teachers (Bush et al., 2016).