This study focused on “reflective thinking” skills, which refer to teacher candidates’ in-depth thinking at a metacognitive level about various actions and situations. By implementing the Reflective Thinking Skills Support Program (RTSSP), it was aimed to determine teacher candidates’ views through monitoring and evaluation studies. A mixed methods case study design was used. Ten primary school teacher candidates participated in the RTSSP, which was delivered over six weeks. At the beginning and end of the program, focus group interviews were conducted with teacher candidates concurrently, and the Reflective Thinking Tendency Scale for Teachers and Teacher Candidates (YANDE) was administered. Throughout the training process, the researchers took notes during the monitoring and evaluation meetings held after each training session. In the analysis of the data, the Wilcoxon signed-rank test was used for quantitative data, while descriptive analysis and content analysis were used for qualitative data. Teacher candidates stated that the program contributed to their reflective thinking processes; the qualitative findings showed changes in terms of making sense of reflective thinking and transferring it to instructional practices. It was observed that, when defining reflective thinking, teacher candidates emphasized self-discovery, questioning, being open to criticism, putting into practice, and the development of awareness. They expressed the importance of collaboration among students when using reflective thinking skills in instructional processes. It is anticipated that these results will serve as a resource for future studies aiming to develop reflective thinking skills.

Climate change and climate-related multi-hazard disaster risk pose growing challenges for inclusive and special education. Learners with autism spectrum disorder (ASD), however, remain underrepresented both in the empirical evidence base and in the international policy instruments that govern education-sector climate response. This scoping review maps the extent, range, and nature of scholarship at the intersection of climate vulnerability, climate-related and multi-hazard disaster risk, and inclusive or special education for learners with ASD. The review followed the PRISMA-ScR guidelines and the methodological framework of Arksey and O'Malley. A search of Web of Science, Scopus, ERIC, and PubMed on 24 September 2026 returned 1,290 records. After deduplication and screening (Cohen's κ=1.00), 21 studies met the eligibility criteria. The findings organise into five thematic clusters: earthquake and multi-hazard preparedness (n=9), climate-linked hydrometeorological hazards (n=3), sustainability and environmental education (n=3), climate discourse and representation (n=1), and multi-hazard educational continuity (n = 5). The corpus is heavily concentrated in Türkiye following the 6 February 2023 Kahramanmaraş earthquake sequence. Safety-preparedness interventions using video modelling, digital social stories, Behavioural Skills Training, and immersive VR-ABA demonstrate that autistic learners can acquire and maintain safety-critical skills. Engagement with the global normative frameworks that govern this field (the Sendai Framework, UNCRPD, SDG 4, the UNESCO Greening Education Partnership, and IPCC AR6) is nevertheless uneven, and no included study evaluates climate-mitigation curricula or maps ASD-specific integration into national or international climate policy. Reorganised through CBM Global's four-domain policy framework of Personal, Programmes, Policy, and Political action, the corpus proves empirically mature at the first two levels but structurally underdeveloped at the last two.