Climate change literacy for the primary school curriculum

The education sector needs to ask itself, what role and responsibility does it bear in educating about climate change, and how can this educational approach be managed?

Climate change is a global issue that necessitates mitigation and adaptation strategies to limit its impacts. The changing weather patterns we have experienced in recent years – droughts, flooding, and temperature rises – that negatively impact farm yields are a stark reminder of the devastating effects thereof. The education sector needs to ask itself, what role and responsibility does it bear in educating about climate change, and how can this educational approach be managed? The answer might be simple: Build resilience through climate change literacy (CCL) to enable all to adapt accordingly.

Children are agents of change in responding to climate change. Therefore, there is a need to build their capacity to participate in challenges that directly affect them.

Climate change literacy, as an integrated part of the curriculum, enables a young generation to thrive in the era of climate change challenges. Teaching of environmental issues needs to be done in grade-appropriate ways to empower young children to be part of environmental solutions. Moreover, the introduction of CCL in the early years of learning (ages 5-11) has become necessary due to the significant long-term impact of climate change on them, compared to their adult counterparts.

The Government of Kenya has initiated various programs to integrate climate change literacy into education at different levels. The National initiative, Kenya Climate Change Learning Strategy (KCCLS), aims to enhance the interpretation and application of climate change knowledge among learners, teachers, trainers, and facilitators by 2030. The initiative will integrate climate change-relevant skills and information into curricula at all levels of education and training, through enhancing the capacities of teachers and facilitators. The capacity development process focuses on

• teaching and assessing climate change,

• developing appropriate, supportive, and supplementary teaching and learning materials, and

• leveraging non-formal and informal education to promote climate change learning.

Furthermore, the initiative will link research, innovation, academia, and industry to accelerate the generation of evidence and knowledge, improve climate change policy processes, and provide a scientific basis for promoting climate change learning.

The National initiative, Kenya Climate Change Learning Strategy (KCCLS), aims to enhance the interpretation and application of climate change knowledge among learners, teachers, trainers, and facilitators by 2030.

While KCCLS urges the integration of CCL into the curriculum, there are limited learning materials available to support its delivery. One possible interim solution could be exposure to CCL through interactive learning resources that could inculcate in learners the critical tenet of championing environmental conservation.

With support from the Future Africa Research Leadership Fellowship (FAR-LeaF II), the research project aims to develop supplementary interactive teaching and learning materials on CCL for lower primary learners (specifically grade three) by leveraging instructional design and storytelling techniques.

The project will identify and document all available interactive and storytelling learning resources on climate change for grade three learners in Kenya. This will be followed by a co-design and co-development process with relevant stakeholders – grade 3 teachers, learners, and curriculum developers.

Article submitted by Dr Sarah Otanga