Aldila Rahma, Uswatun Hasanah, Suarman Halawa, Happy Fitria, Amir Syamsudin
Climate change presents serious threats to coastal communities, yet early childhood education (ECE) is frequently neglected in climate change education (CCE) efforts. This study investigated the perspectives of ECE teachers in Indonesian coastal areas on climate-resilient education. Using Q methodology, we examined the subjective viewpoints of 25 teachers from flood-prone coastal areas in Semarang, Surabaya, and Jakarta. Participants sorted 30 statements about attitudes, knowledge, and practices related to CCE. Factor analysis was used to examine four different perspectives: the Practical Environmental Steward, the Normalization Effect, the Aware and Proactive, and the Conscious but Constrained. The results show that while all participants recognized the importance of ECE, their understanding of climate change and pedagogical strategies varied as influenced by personal experiences, knowledge, and emotional factors. Findings emphasize the need for localized training, accessible learning resources, and curriculum support to strengthen early climate literacy. The study emphasizes both the opportunities and the challenges of incorporating CCE into ECE settings, especially in high-risk coastal areas. Additionally, this research provides new perspectives on ECE teacher subjectivity and contributes to the ongoing discussion on climate education at the foundational level. © 2026 Childhood Education International.
National Research and Innovation Agency, Jakarta, Indonesia; State University of Yogyakarta, Yogyakarta, Indonesia
