“Climate Change Is Destructive; I will Address It in My Class”: Pre-service English Teachers’ Perspectives on Climate Change and Its Integration into ELT

English language teaching (ELT) shares responsibility with other fields to address environmental issues, including climate change. However, research on English students’ perspectives on climate change in teacher education is scarce, leading to a lack of understanding of future English teachers’ current knowledge and willingness to address the issue. This qualitative case study aimed to explore pre-service English teachers’ perspectives on climate change and its integration into ELT. Fifteen participants from an English education department at a private university in Surabaya, Indonesia, were involved. Data were collected through opinion paragraph writing and an open-ended questionnaire, which were analyzed using content analysis. Results of the participants’ perspectives suggested that pre-service English teachers had sufficient understanding of climate change. They also demonstrated willingness to address the issue in their respective field of ELT as they proposed ideas on English instructional strategies about climate change, both in the classroom and outdoors. These findings offer critical implications for both policy and practice regarding the integration of the topic of climate change into ELT.