<![CDATA[This study examines how Social Studies teachers in Semarang, Indonesia, frame and communicate climate change issues through the lenses of environmental communication and ecopedagogy. Drawing on a structured online survey of 116 I teachers from Musyawarah Guru Mata Pelajaran Ilmu Pengetahuan Sosial Semarang, the research identifies four perceptual constructs: awareness, knowledge, perception, institutional responsibility, and self-efficacy. It classifies the topics teachers choose into pragmatic mitigation measures or constitutive identity‐building issues and their strategies, e.g., class discussions, project-based learning, visual media, and policy advocacy. Descriptive analyses show that while teachers recognize climate change and its future risks (means ≥ 4.18/5), they tend to favor conventional, one-way informational methods alongside participatory projects. By mapping these practices onto Kahn's three-dimensional ecopedagogy, cosmological, technological, and organizational, the study reveals both strengths in building planetary consciousness and gaps, including overreliance on deficit-model framing and limited cultural contextualization. The findings underscore the need for IPS curricula to integrate deliberative, community-centered pedagogies and professional development that apply critical, context-sensitive ecopedagogical practice.]]>
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