Parmin, Andhina Putri Heriyanti, Endah Fitriani Rahayu, Abdul Jabbar, Eli Trisnowati
SDG-13 aims to address climate change by integrating it with SDG-4, which focuses on quality education. Prospective science teachers come from diverse ethnicities, possessing diverse indigenous values that can be used as new learning strategies. This study aims to change prospective science teachers’ lifestyles from causing to preventing climate change. These lifestyle changes enable prospective science teachers to instill climate change prevention into their teaching. A three-stage mixed-methods approach was employed to achieve the study’s objectives with an embedded experimental design, utilizing a quasi-experimental approach. From the mapping, five ethnicities have different traditions for climate change prevention. Each ethnicity maintains its traditions because nature provides essential resources, including food sources, water, medicines, and a place to live. There is a significant relationship between knowledge increase values and indigenous value implementation because the asymptotic value is less than 0.05. This study concludes that the indigenous values of each ethnicities of prospective science teachers are an appropriate strategy for instilling a climate change prevention lifestyle. Copyright (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Faculty of Mathematics and Natural Science, Universitas Negeri Semarang, Indonesia; Department of Science Education, Universitas Tidar, Indonesia
