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In education for sustainable development, widely regarded as a framework that offers us the opportunity to improve the ways in which we cope with climate change issues, the need for student teachers to express willingness to act in order to deal with numerous issues and challenges of sustainable development, especially climate change, is of particular importance. Therefore, the focus of this study is on the examination of predictors of student teachers' willingness to act in a climate-changedoi:10.3390/socsci11020047 fatcat:ivtdkjnd7vgttdalc7svyovzdq