Authors: Precious Chungu
Abstract: Climate change posed a significant threat to sustainable development in Zambia, particularly in vulnerable regions such as Mansa District. Education played a critical role in equipping young people with the knowledge, skills, and values necessary to respond effectively to climate-related challenges. This study explored the challenges and opportunities associated with integrating climate change education (CCE) into school curricula in Mansa District. A qualitative research approach was employed, and data were collected through interviews, focus group discussions, and document analysis involving teachers, school administrators, curriculum officers, and representatives from NGOs and government bodies. The findings revealed that, although there was growing awareness of the importance of CCE, its implementation remained limited due to factors such as inadequate teacher training, lack of teaching materials, and the absence of a structured curriculum framework. However, the study also identified key opportunities, including existing environmental policies, community involvement, and support from NGOs, which could be leveraged to enhance CCE. The study concluded with recommendations aimed at strengthening policy support, improving teacher capacity, and incorporating locally relevant content into educational programs. This research contributed to the broader discourse on education for sustainable development and highlighted the urgent need for systemic action to mainstream climate change education in Zambia’s education system.
