@article {25378,
	title = {Earth Observation as a Facilitator of Climate Change Education in Schools: The Teachers{\textquoteright} Perspectives},
	journal = {Remote Sensing},
	volume = {13},
	number = {8},
	year = {2021},
	pages = {1587},
	abstract = {<span>Climate change education (CCE) fosters the skills and behavioral patterns of students in regards to climate-related challenges and risks. Despite its importance, the integration of CCE in schools is challenging due to the interdisciplinary nature of climate science and the obstacles and demands of everyday school reality. Here, we examine the case of satellite Remote Sensing (RS) for Earth Observation (EO) as an innovative tool for facilitating CCE. We focus on Greece, a country that, despite being a hot spot for climate change, shows a low level of CCE integration in schools and awareness for EO-based educational resources. Based on interviews with in-service teachers, our research reveals the following: (a) there is a high interest in how satellites depict environmental phenomena; (b) EO is considered an efficient vehicle for promoting CCE in schools because it illustrates climate change impacts most effectively; (c) local natural disasters, such as intense forest fires and floods, are more familiar to students and, thus, preferable for teaching when compared to global issues, such as the greenhouse effect and sea level rise; and (d) educators are in favor of short, hands-on, EO-based activities (also known as {\textquotedblleft}activity-shots{\textquotedblright}), as the most useful material format for integrating climate change topics in their everyday teaching practice.</span>},
	isbn = {2072-4292},
	url = {https://doi.org/10.3390/rs13081587},
	author = {Asimakopoulou, Panagiota and Nastos, Panagiotis and Vassilakis, Emmanuel and Hatzaki, Maria and Assimina Antonarakou}
}
