Aldila Rahma, Uswatun Hasanah, Suarman Halawa, Happy Fitria, Amir Syamsudin
Perspectives shape how people interpret climate issues, make decisions, and engage in climate action, making them one of the important areas of inquiry within Climate Change Education (CCE). Although many studies explore perspectives in CCE, limited attention has been given to the methodological foundations used to investigate these subjective constructs. Because perspectives are complex forms of meaning-making, their interpretation depends on the methodological approaches selected by researchers, which are shaped by the underlying paradigm and the purposes of the study. This study offers a methodological review of perspective research in the CCE context, examining how methods have been used to construct and understand ‘perspective’ and identifying emerging methodological gaps. Drawing on a systematic review of 169 empirical articles published between 2010 and 2025, we analyze paradigmatic orientations and methodological choices across the field. The findings show a dominance of qualitative approaches and a lack of explicit paradigm reporting, which limits transparency regarding the epistemic functions of each method. Several potentially powerful approaches, such as autoethnography, visual methods, Q-methodology, and Fuzzy-Delphi also remain under-utilized. These patterns point to clear methodological gaps and underscore the need for more diverse, transparent, and purpose-aligned methodological strategies in future perspective-oriented CCE research. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
Research Center for Education, National Research and Innovation Agency, Jakarta, Indonesia; Faculty of Education and Psychology, State University of Yogyakarta, Yogyakarta, Indonesia
