Underprepared or competent? Pre-service teachers’ positions on approaching climate change in a systemic and critical way

Abstract

These anonymized data describe the attitudinal profiles of 984 Spanish pre‑service preschool and primary teachers (Varela‑Losada et al., 2026), assessed with the validated Critical and Systemic Thinking Scale (Pérez-Rodríguez et al., 2026), and derived through hierarchical and k‑means cluster analyses.