EDUCATORS' PERCEPTIONS OF CLIMATE CHANGE EDUCATION IN PAKISTAN & STUDENTS’ READINESS

Abstract

This qualitative study aims to investigate the outlook of geography educators in Pakistan. It involves a group of around twelve participants, primarily aiming to understand their viewpoints regarding the goals of climate change education; it also explores how these viewpoints influence their teaching approaches, especially when dealing with contentious topics in geography education. The research delves into the complex educational landscape related to climate change education in Pakistan. The study's results reveal that educators' perspectives on the objectives of climate change education significantly impact their willingness to address controversial subjects in their classrooms. Additionally, the study reveals that educators' beliefs concerning their students' academic abilities significantly influence their strategies for addressing contentious aspects of climate change education, resulting in tailored approaches for various student demographics. This study provides valuable insights into the mindset of Pakistani educators concerning climate change education. It sheds light on the factors that inform their pedagogical decision-making. By examining these dynamics, the study aims to contribute to the discourse on climate change education in Pakistan, addressing the unique challenges and opportunities posed by this critical global issue. This research underscores the importance of comprehensive and inclusive climate change education that equips all students to engage with environmental issues effectively. Such an approach holds the potential to foster a more equitable and impactful education system, not only in Pakistan but also in other regions globally