<![CDATA[This study examines the effectiveness of biology instruction integrating climate change issues in enhancing preservice biology teachers' climate literacy and systems thinking. The study employed a quantitative approach using a quasi-experimental pretest-posttest control group design. The sample comprised 60 preservice biology teachers assigned to an experimental class and a control class, with 30 participants in each group. The experimental class received biology instruction integrated with climate change issues, whereas the control class received conventional instruction. Data were collected through a climate literacy test and a systems thinking test and analyzed using descriptive statistics, multivariate analysis of covariance (MANCOVA), and follow up univariate analysis of covariance (ANCOVA). The results reveal a significant difference between the two groups in the combined posttest scores of climate literacy and systems thinking after controlling for pretest scores, indicated by Wilks' Lambda = 0.302, F(2, 55) = 63.48 p < 0.001 Follow up analyses showed significant effects on climate literacy, F(1, 57) = 84.3 p < 0.001 , partial ?² = 0.597 and systems thinking, F(1, 57) = 56.23 p < 0.001 partial ?² = 0.497 The findings confirm that integrating climate change issues into biology instruction effectively strengthens preservice biology teachers' climate literacy and systems thinking.]]>
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