CLIMATE CHANGE EDUCATION IN MALAWI: EXAMINING LEARNERS’ KNOWLEDGE, ATTITUDES AND PRACTICES TOWARDS LEARNING CLIMATE CHANGE EDUCATION CONTENT IN SENIOR SECONDARY SCHOOLS
Keywords: Climate Change Education, Curriculum, Knowledge, Attitudes, Practices
AbstractIn this study, the researchers examined learners’ knowledge, attitudes and practices towards learning Climate Change Education (CCE) content in senior secondary schools in Malawi. The mixed method convergent parallel design was employed. Data was collected from 64 participants consisting of learners in 8 secondary schools in two education divisions. Questionnaires and focus group discussions were used to collect data. Quantitative data was analysed using SPSS, while qualitative data was analysed thematically. Results indicate that 56.9 per cent of learners had little knowledge of CC. In terms of attitudes, 73.4 per cent agreed that learning CCE content makes them worried about the environment. It was found that an average of 66.9 per cent of the learners did not have a variety of CCE practices for mitigating and adapting to CC. It was recommended that the senior secondary school curriculum should be revised to include CCE content and activities that are likely to promote learning through practice.
How to Cite
Wadson, D., Mulenga, I., & Milupi, I. (2024). CLIMATE CHANGE EDUCATION IN MALAWI: EXAMINING LEARNERS’ KNOWLEDGE, ATTITUDES AND PRACTICES TOWARDS LEARNING CLIMATE CHANGE EDUCATION CONTENT IN SENIOR SECONDARY SCHOOLS. ZANGO: Zambian Journal of Contemporary Issues, 37(2), 67-86. Retrieved from https://journals.unza.zm/index.php/ZJOCI/article/view/1147