This paper examines teachers’ readiness to integrate Climate Change Education (CCE) in secondary schools in Manjung, Perak, Malaysia. The study focuses on three dimensions of readiness, namely cognitive readiness, affective readiness, and behavioural readiness. A quantitative descriptive design was used. Data were collected using a structured questionnaire from 74 secondary-school teachers in Manjung. The instrument was reviewed by experts and pilot-tested (Cronbach’s alpha = 0.914) before the actual study. The data were analysed using descriptive statistics, especially mean, standard deviation, and frequency. The findings show that the overall level of teachers’ readiness was moderate (M = 3.35). Cognitive readiness recorded the highest mean score (M = 3.76), followed by affective readiness (M = 3.66), while behavioural readiness recorded the lowest mean score (M = 2.77). The findings suggest that teachers in Manjung generally understand climate change and value its importance, but the lower behavioural readiness score shows that this practical side of readiness is still weak among the teachers in this study. The study is useful for schools, teacher educators, and policy makers who aim to strengthen climate literacy and sustainability education in Malaysia.
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