Indonesian Pre-Service Science Teachers' Climate Crisis Awareness and Factors Influencing Action Intention

Abstract

This exploratory mixed-methods study examined climate crisis awareness and behavioral intention among science education undergraduates in Indonesia (N = 118). Participants completed a 30-item Climate Crisis Awareness Scale assessing scientific knowledge, risk perception, perceived responsibility attribution and governance, information literacy, and behavioral intention. Quantitative analyses (descriptive statistics and multiple regression) and qualitative content analysis of open-ended responses (n = 98) were conducted. Domain means were uniformly high (all Ms > 4.0), yet scientific knowledge exceeded behavioral intention, t(117) = 3.06, p = .028 (Bonferroni-adjusted). The regression model explained substantial variance in behavioral intention (R² = .74), with information literacy emerging as the strongest predictor (β = .53, p < .001). Qualitative findings highlighted awareness-raising and gotong royong (mutual cooperation) as salient themes. These findings suggest that climate education may benefit from prioritizing critical information literacy and culturally grounded collective frames to translate awareness into action intention.