<![CDATA[With climate change education (CCE) not included in Malian official programs of general secondary schools and physics and chemistry teachers are left to integrate it into their respective lessons. A survey was conducted to assess in-service and pre-service physics and chemistry (PC) teachers’ (n = 82) knowledges and perceptions for through renewable energies (RE) education in Mali. At the in-service teacher’s level, 85% desired to integrate RE, contrary to explaining climate change causes and consequences, perhaps because integration of CCE requires a didactic transposition that involves two major constraints: the legitimization of knowledge and the gap with scholarly knowledge, with compliance with programs to be satisfied first. Pre-service (master’s degree in PC) teachers’ results showed the influence of the disciplinary approach, with small differences and a complementarity of REs knowledge advantages and disadvantages, implying that teachers can actively participate in curricular innovation through CCE integration.]]>
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