Population growth (PG) is a major driver of the global environmental crisis, yet it is rarely included in environmental education due to its controversial nature. Since teachers play a crucial role in educating about PG, this research aimed to explore what teachers know, feel, and think about PG, and to identify the barriers and facilitators to discussing this issue in class.
To assess teachers' knowledge, attitudes, and emotions towards this issue, as well as their willingness and subjective competence to bring it into class, we conducted a mixed-methods study. This involved a multiple-choice questionnaire accompanied by open-ended questions and, finally, semi-structured interviews. The sample included 231 teachers, with 102 being environment/sustainability educators (ESE) and 129 teaching non-environmental subjects (Non-ESE).
The findings revealed that an academic background in ESE had limited impact on teachers' perceptions concerning PG and their willingness to discuss it in class. One major reported barrier to bringing the PG issue into class was its absence from school curricula and the Israeli public discourse. Other barriers included disavowal of the issue and various social, cultural, and political concerns.
To encourage teachers to incorporate PG into their teaching, support from education system stakeholders is essential. This support is important for two reasons: firstly, to provide an understanding of the causes of the environmental crisis and ways to address it, and secondly, to equip teachers and ultimately students, with the skills to conduct respectful and open discussions on controversial issues.

Authors:
Iris Alkaher, Kibbutzim College of Education, Israel
Nurit Carmi, Society and Environment Program, Israel

About the Presenter(s)
Nurit Carmi is a senior lecturer in the Department of Environmental Sciences and the head of
the Society and Environment Program in Tel-Hai College, Israel.

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