Co-develop and co-creating interactive climate change learning resources
- Jan 1, 2026
- 2 min read
Updated: Mar 2
Dr Sarah Otanga has developed the data collection instruments for her research project and had them reviewed by her supervisor and mentor. Piloting of the instruments has also been done. She had identified the study location and the stakeholders for her research, except for three experts from the Kenya Institute of Curriculum Development. She is following up on this. She has onboarded a research assistant who understands the study and what needs to be done.
Her first tranche of research funds has been received, and she has applied for and received ethical clearance from Maseno University. She has applied for the research permit from the National Commission for Science, Technology and Innovation (NACOSTI). However, since she applied about two months ago, their website has been down. She has made follow-ups and even had to travel to NACOSTI to present her case. They have communicated that the website is now working and the submission is being reviewed.
Dr Otanga visited the study area, met the institution's head, and discussed the research and its scope. She went back to the field when schools reopened. She has tested the data collection instruments, procured the research resources such as textbooks and teachers' guides for grade three environmental activities, and printed the data collection instruments and consent forms. She has started collecting the baseline data for Objective One from stakeholders after schools reopened and participants became available.
Dr Otanga has written an opinion piece published on the FAR-LeaF website and is working on a manuscript. She is now compiling a resource inventory from the grade three books and resources that should form part of the findings. To complete it, she needs the data from the focus group discussion/interviews with the stakeholders, which are in progress.
She is also working on a manuscript reporting on storytelling and interactive learning resources on climate change for grade three learners in Kenya, as well as compiling a resource inventory. Once she conducts the interviews and FGDs, she will analyse the data on the challenges and opportunities in using interactive resources and storytelling techniques to teach climate change in Kenya. With this, the first manuscript will be ready by the end of January 2026.
Her stakeholders are Grade three learners, teachers and curriculum developers. Their role is to co-develop and co-create the interactive climate change learning resources. They are also key informants in her research, providing the data she needs to answer the research questions.
Dr Sarah Otanga reporting on her progress for the following research project: Promoting Climate Change Literacy in Lower Primary School through Interactive Learning Resources and Storytelling.
Edited by Heidi Sonnekus & Leti Kleyn for the FAR-LeaF programme.
