This study investigates the capacity of art education in Kuwait to foster climate change awareness and identifies specific requirements for effective environmental mitigation through creative pedagogy. Utilizing a descriptive survey design, data were collected from 353 general education teachers via a validated 36-item questionnaire. The findings reveal that art education exerts a significantly positive influence on the development of students’ knowledge, attitudes, and behavioural participation regarding climate issues. However, the results identify critical weaknesses in certain behavioural areas, particularly the rationalization of local environmental materials and the use of supplies free from harmful chemicals. While gender-based differences in teacher responses were negligible, factors such as advanced academic qualifications and higher instructional levels significantly correlated with stronger agreement on art education’s role. The research concludes that integrating mitigation goals—such as clean energy concepts and the use of natural pigments—into the visual arts curriculum is essential. These findings underscore the necessity of aligning artistic instruction with environmental protection to foster a robust culture of sustainability in Kuwaiti schools.
Bothainah Almulla (2026) studied this question.