Support needed for teaching climate and sustainability in Scotland, say experts

Constraints persist in Scottish schools in providing climate and sustainability teaching to students, known as Learning for Sustainability (LfS), according to a new report.

Led by education experts at the University of Stirling, the report presents findings from a survey of 313 schoolteachers from all 32 local authorities in Scotland, carried out between August and November 2025. These included early years, nursery, primary and secondary teachers. 

Gap in research

Only one in three respondents had participated in education and/or training focused on LfS. And just over half (53%) of respondents felt they had the necessary skills to enable them to integrate learning for sustainability into their teaching practice. 

However, teachers value LfS, with nearly nine out of 10 respondents welcoming questions about sustainability issues in their classrooms. 

In Scotland, LfS has been embedded across education for children and young people aged three to 18 for more than a decade, yet there has been a gap in research into educators’ experiences and practices of LfS. This report by, education experts at Stirling, the University of Edinburgh, University College London and the University of Glasgow, is the first in a series which seeks to better understand teachers’ experiences and practices. 

Integral to role

Professor Lizzie Rushton, of the University of Stirling and co-author, said: “Our report not only plugs a gap in research into Learning for Sustainability in Scotland, but it also demonstrates that comprehensive LfS-focused professional learning is needed for teachers. Policymakers should take heart that teachers and educators are enthusiastic about LfS and believe it is integral to their role as a teacher in Scotland today.” 

Learning for Sustainability across Scotland: Understanding opportunities to further support school teachers is available here.