Abstract:

Climate change is a global problem that affects ecosystems and societies in many ways, and education is expected to play an important role in supporting the aims of the United Nations Sustainable Development Goals 4 and 13. However, previous research shows that students often struggle to understand climate change and to take action because the topic is abstract, feels distant, and is usually taught through traditional methods. Digital pedagogy can help overcome these barriers by making complex processes more concrete and increasing students’ cognitive and emotional engagement. Yet, the effectiveness of digital pedagogy depends on teachers’ digital skills and their ability to use technology in purposeful and pedagogically meaningful ways.

Although Norway has a strong digital infrastructure, teachers’ approaches to technology integration differ considerably. These differences become especially important in climate change education, where technology-supported learning can enhance inquiry, modelling, and problem-solving. Structural differences between public and private schools—such as program philosophy, teacher autonomy, assessment practices, and opportunities for professional development—also influence how teachers understand and apply digital pedagogy. Comparing these contexts helps identify the conditions under which digital technologies function as effective tools for action-oriented climate learning.

This study compares public lower secondary school teachers and private school teachers in Norway regarding their use of digital technology when teaching climate change. In-depth interviews were conducted with eight public school teachers of Natural Science and Social Studies and seven private school teachers of Sciences and Individuals and Societies. The content analysis focused on three areas: teachers’ use of digital tools in climate instruction, the role of technology in student projects, and teachers’ views on integrating new technologies into the curriculum.

The findings show clear differences between the two school types. Public school teachers mainly use technology to support information access and research activities, and their use is often limited by individual digital competence and a cautious attitude toward new tools. In contrast, private school teachers place technology at the core of their instructional design and encourage students to produce digital content and participate as active digital citizens. Student products such as digital exhibitions, websites, and TEDx-style presentations show how technology becomes a space for action and expression in these schools.

Overall, the study contributes to understanding how digital pedagogical approaches diverge across school types in the Norwegian context. The results highlight the need to strengthen teachers’ digital competence and to provide pedagogical support so that technology can help move students from passive recipients of information to active participants in climate action.

Keywords:

Climate Change Education, Education for Sustainability, Digital Pedagogy, Technology Integration, Teacher Practices, Public and Private Schools, Lower Secondary Education.