Climate change is a layered, complex phenomenon and is contested in the public arena. For students to understand it and its likely consequences, they need to be well educated in climate science literacy i.e. be able to analyse and relate multiple sources of data and engage in arguments that are presented in the media. This paper aimed to investigate the design and impact of a school-university-industry designed online module on climate science on Year 10 teachers and their students’ experiences in climate science literacy development. Created with ‘next generation’ software, the e-module allowed for personalised learning on an adaptive platform. Using a mixed-method approach, quantitative data was gathered through post-project questionnaires while qualitative data was obtained from focus group interviews, observations and open-ended questions in the survey. The findings indicate that a three-way partnership drawing on the partnership’s respective expertise created learning resources that were accurate and beneficial for both students and teachers. The findings showed that teachers and students were generally positive about their experiences but more scaffolding would have benefited students and that successful teachers were those who invested time to explore and internalise the content of the e-module.
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