Pedagogical knowledge and in particular Content Specific Pedagogical Knowledge (CSPK) has been widely researched and discussed. Teacher training institutions globally have embraced knowledge bases proposed by researchers in their curriculum to prepare teachers for teaching. The transferability of CSPK has, however, received little attention. This article explores the transferability of CSPK by teachers. Using a literature review analysis method, the article raises the questions of why, and how, the need for CSPK transfer and addresses issues surrounding knowledge transfer. Focusing on a spiral curriculum, the transfer is seen more in relation to conceptual connection within a subject and across subjects, and integration of disciplines. The authors argue that teacher training should embrace aspects of knowledge transfer so that teachers are not rendered redundant when curricular changes and when some subjects which teachers have been trained are dropped from the curricular. Further research is recommended.

In a globalized world, there is a need for interdisciplinary education that is deeply connected to the world where the boundaries between countries are permeable, events, trends, and decisions in one part of the world can have far-reaching consequences elsewhere. The result of this interconnectedness is globalization, whereby people can create intricate social and commercial networks over great distances, both within and outside of national and cultural boundaries creating cooperation and collaboration between people and countries. The connectedness generates knowledge that requires responsible conduct of research, taking advantage of the opportunities available enabled by new technologies. The chapter interrogates the extent to which academic research adheres to the ethical requirements, equity and fairness in such collaborations, global cultural goals and practices, and how scholars adapt their research to address issues that arise due to globalization. How research findings are disseminated and who gains from the dissemination is also assessed.

The urgency with which climate change education is required demands massive coordination across all formal education systems (primary, secondary and tertiary institutions), non-formal systems (community-based and non-governmental organisations), and informal systems (museums, over the radio, in libraries, or bus stops). It also demands attention from individuals in both low and high-carbon emitting countries, as well as within and across sectors (education, energy, agriculture, transportation and urban planning). Rather positively though, education has a ripple effect that goes beyond the individual learner and has the potential to build greater environmental enlightenment and concern amongst family members and communities. Accordingly, education (formal, informal and non-formal) would also help individuals and communities build resilience and lessen their vulnerabilities to a rapidly changing climate. Hence, this paper explores the barriers that impede enhanced climate change education with a view to helping surmount them and enlighten learners and communities at large, on the dangers of climate change and strategies of minimising human activities that bring about or accelerate climate change, even as communities get sensitised on resilience measures. Accordingly, the barriers to effective climate change education as determined by this review are inadequate political leadership, low eco-literacy levels, cognitive challenges, scepticism of scientific evidence, misinformation and disinformation of facts about climate change, limited knowledge and skills to impart to learners during climate change instruction, moral and behavioural challenges and psychological and social barriers. It is thus, recommended that salient aspects of climate change be integrated into teacher-training curricula worldwide and policies be enacted aimed at mitigating scepticism and disinformation concerning climate change. Furthermore, coordination of efforts between the private sector, government, community members and civil society to promote climate change education is strongly recommended together with the adoption of transformative learning that results in perspective and behaviour change.

The urgency with which climate change education is required demands massive coordination across all formal education systems (primary, secondary and tertiary institutions), non-formal systems (community-based and non-governmental organisations), and informal systems (museums, over the radio, in libraries, or bus stops). It also demands attention from individuals in both low and high-carbon emitting countries, as well as within and across sectors (education, energy, agriculture, transportation and urban planning). Rather positively though, education has a ripple effect that goes beyond the individual learner and has the potential to build greater environmental enlightenment and concern amongst family members and communities. Accordingly, education (formal, informal and non-formal) would also help individuals and communities build resilience and lessen their vulnerabilities to a rapidly changing climate. Hence this paper explores the barriers that impede enhanced climate change education with a view to helping surmount them and enlightening learners and communities at large, on the dangers of climate change and strategies of minimising human activities that bring about or accelerate climate change, even as communities get sensitised on resilience measures. Accordingly, the barriers to climate change as determined by this analysis are lack of political leadership, low eco-literacy levels, cognitive challenges, scepticism of scientific evidence, misinformation and disinformation of facts about climate change, lack of knowledge and skills to impart climate change education, moral and behavioural challenges and psychological and social issues. It is thus, recommended that salient aspects of climate change be integrated into teacher-training curricula worldwide and policies be enacted aimed at mitigating scepticism and disinformation of facts concerning climate change. Furthermore coordination of efforts between the private sector, government, community members and civil society to promote climate change education is recommended together with adoption of transformative learning that results in perspective and behaviour change.