The Role of Education in Climate Change Literacy

What responsibilities does the education sector have in educating future generations? How can this educational approach be effectively managed? The answer may be straightforward: Build resilience through climate change literacy (CCL) to empower everyone to adapt.

The Importance of Climate Change Literacy

Children are vital agents of change in climate action. Therefore, it is crucial to equip them with the knowledge and skills needed to tackle challenges that directly impact their lives. Integrating climate change literacy into the curriculum enables young learners to thrive amid the challenges it poses. Teaching environmental issues should be age-appropriate, enabling children to engage in environmental solutions. Introducing CCL in early education (ages 5-11) is essential due to the long-term effects of climate change on this age group compared to adults.

Government Initiatives in Kenya

The Government of Kenya has launched various programs to incorporate climate change literacy into education at all levels. The Kenya Climate Change Learning Strategy (KCCLS) aims to enhance the understanding and application of climate change knowledge among learners, teachers, trainers, and facilitators by 2030. This initiative focuses on integrating climate change-related skills and information into curricula across all educational levels.

Capacity Development

The capacity development process under KCCLS emphasises:

• Teaching and assessing climate change.
• Developing supportive and supplementary teaching materials.
• Leveraging non-formal and informal education to promote climate change learning.

Additionally, KCCLS aims to connect research, innovation, academia, and industry. This collaboration will accelerate the generation of evidence and knowledge, improve climate change policy processes, and provide a scientific basis for promoting climate change education.

Challenges in Implementation

While KCCLS encourages integrating CCL into educational curricula, there is a shortage of learning materials to support this initiative. One interim solution could be to use interactive learning resources that instil in learners the importance of environmental conservation.

Innovative Research Projects

With support from the Future Africa Research Leadership Fellowship (FAR-LeaF II) at the University of Pretoria, a research project is underway to develop supplementary interactive teaching materials on CCL for lower primary learners, specifically targeting grade three. This project leverages instructional design and storytelling techniques to make learning engaging and effective.

Co-Design and Development Process

The project will identify and document available interactive and storytelling resources on climate change for grade three learners in Kenya. Following this, a co-design and co-development process will involve relevant stakeholders, including grade three teachers, learners, and curriculum developers. This collaborative approach ensures that the materials created are relevant and effective.

Conclusion

In conclusion, the education sector plays a crucial role in addressing climate change through climate change literacy. By integrating CCL into the curriculum, we can empower the next generation to tackle environmental challenges effectively. The initiatives in Kenya, such as KCCLS, highlight the importance of equipping learners with the necessary skills and knowledge. With innovative research projects underway, we are moving closer to a future where climate change education is accessible and impactful for all learners.

Dr Sarah Otanga is a lecturer in the Department of Educational Communication Technology and Curriculum Studies, School of Education, Maseno University, Kenya. She holds both a PhD and an MSc degree in Digital Learning and Education from National Taiwan University of Science and Technology, Taiwan. Her fields of specialisation include technology-enhanced learning, instructional design and e-learning. Her current research focuses on promoting climate change literacy in lower primary schools through the use of interactive learning resources and storytelling. She has authored several articles in high-impact journals and one book chapter.