Teachers should not just be concerned with pass rates, but must consider attitudes and values in their teaching practice to make the world a better place to live in. Arguably, through climate change education, teachers can engage and engender positive environmental appreciation to meet the need for sustainably minded learners who will hopefully become sustainability-minded adults. Practice and practice architecture theory was used as a lens to understand teacher practice in infusing attitudes and values for sustainability. This study aims to explore the teaching pedagogies that teachers use to instil attitudes and values in teaching climate change education in geography education in secondary schools. This study was conducted through a qualitative interpretive research approach utilising a case study design to understand how teachers integrate attitudes and values in teaching climate change education in secondary schools. Most of the participants sampled in this study infused attitudes and values through the telling method, dialogue, discussion and examples. Through a literature review, the study proposes the use of various teaching pedagogies to engage with sustainability attitudes and values in teaching and learning. The findings and proposed teaching pedagogies on attitude and values are significant for informing teachers and education policy on teaching strategies suitable for instilling attitudes and values in geography education. The findings will also contribute to the advancement of teaching practices for teaching values for sustainability in climate change education.

Keywords: Climate change education, Sustainability, Geography Education, Attitudes and Values, Practice, Practice architecture.