The aim of this research is to reveal the views of geography teachers on climate change. The study group of the research consisted of 20 geography teachers working in secondary education institutions in Ankara in the 2022-2023 academic year. The criterion sampling method was used in the study. Accordingly, on a voluntary basis, 10 of the teachers in the study group were determined from among the teachers who graduated from the faculty of education and 10 from the faculty of science and literature. Qualitative research method was used in the research and the data were collected with a semi-structured interview form. The data obtained through the research were analyzed with the content analysis method. According to the findings of the research; it has been understood that, the graduates of the faculty of education find themselves less competent than the graduates of the faculty of science and literature, the vast majority of the participants want to receive an education on this subject, all the participants believe that climate change is happening, at the top of the source of information on the subject is internet- Google, social media, YouTube Etc. -and the courses they took during their university education,but scientific resources such as theses and articles are less consulted, they believe that human processes are more effective than natural processes on climate change, and there is no difference between the graduates of the faculty of education and the graduates of the faculty of science and literature in these respects. It has been understood that they believe that climate change will lead to many negative consequences, especially the decrease in biodiversity and damage to the ecosystem, as well as drought / water shortage, and that various measures can be taken to solve these problems, especially reducing the use of fossil fuels and using renewable energy sources. Based on the results obtained; It has been suggested to organize new educational activities on climate change, to prepare reliable sources that contain information produced by scientific processes and which can be easily accessed from the internet, and to make necessary updates in higher education programs that provide geography education.

Climate change, global warming, climate, geography education, geography