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This study investigated the development of environmental attitude and internalization of the Pre-Service Teachers (PSTs) through climate change (CC) integration of Climate Change Strategies and Techniques in Developing Environmental Attitude (CC STDEA) Training Modules. This study was conducted at Bukidnon State University, Malaybalay City during the School Year 2016-2017. Instructional Development (ID) Model was used in the study. The adopted theories were interwoven with Seels and Glasgow (1998) Model of Instructional Development which followed the Analysis, Design, Development, Implementation and Evaluation (ADDIE) phases. Fifty-two Music, Arts, Physical Education, and Health (MAPEH) majors were the participants of the training conducted on May 18-22, 2016. The pre-test and post-test were conducted using the Environmental Attitude Scale (Ugulu and Erkol 2013) to the PSTs. The Climate Change integration training using CC STDEA training modules was evaluated using Kirkpatrick’s (1994) Four Level Model. The mean, standard deviation, and t-test at 0.05 level of significance were used to treat the data.From the study, the following findings were drawn: The CC STDEA Training Modules integrating climate change had developed PSTs environmental attitude and internalization. The features in clarity, appropriateness, and content and content accuracy of the developed training modules, were provided very adequately on the level of reaction, learning, transfer and result in the Climate Change integration training. There was no significant difference in the gain scores of the training participants in the environmental awareness, attitude towards recovery, attitude towards recycling as well as in the environmental consciousness and behavior.

Keywords: Climate change, Integration, Environmental attitude, Internalization