<b>Is degrowth education an alternative in the minds of educators in the face of the serious eco-social crisis and global warming?</b>

The aim of this research is to find out whether future educators are aware of the seriousness of climate change and the environmental crisis and whether they receive training to deal with it in their professional future. More specifically, the study aims to analyse if they are aware of the degrowth proposal and consider they should train themselves and future generations in it in order to tackle this ecosystemic crisis in a profound way. The methodology used was qualitative, through focused semi-structured in-depth interviews. The results of the data analysis, carried out with Atlas.ti, are structured around four dimensions: a) Climate change, sustainability-consumption-social implications, b) Growth, degrowth, collapse, c) Personal attitudes towards caring for the planet and d) Educating/training for degrowth. It is concluded that there is a general awareness concerning degrowth as a relevant issue and a possible alternative, but this is not applied in educational and curricular practice. The need to review the initial training plans for future teachers to introduce these elements is discussed. A limitation of this study is the scarcity of literature on degrowth in education and the need to expand the research sample in order to generalise the findings obtained in the research本研究旨在探究未来教育工作者是否意识到气候变化与环境危机的严峻性，以及是否接受过适配其职业发展的应对相关培训。更具体而言，本研究旨在分析他们是否知晓去增长（degrowth）倡议，并认为自身应接受相关培训、向后代传授该理念，以从根本上应对这一生态系统危机。本研究采用质性研究方法，通过聚焦式半结构化深度访谈开展数据采集。数据分析借助Atlas.ti软件完成，研究结果围绕四大维度展开：a）气候变化、可持续性-消费-社会影响；b）增长、去增长、崩溃；c）个人护持地球的态度；d）面向去增长的教育/培训。研究结论显示，学界与从业者普遍认可去增长作为一项重要议题与可行替代方案，但该理念尚未落实于教育与课程实践当中。本文讨论了修订未来教师初始培训计划、纳入相关内容的必要性。本研究存在的局限在于，教育领域关于去增长的现有文献较为匮乏，且需扩大研究样本以提升本研究所得结论的普适性。