Piloting Climate Literacy Course to Foster Education For Sustainable Development Among Catholic School Learners

Abstract

This study aimed to develop and pilot a climate literacy course to foster Education for Sustainable Development (ESD) among Catholic school learners. The research adopted a qualitative approach, specifically participatory action research. It was conducted with grade 10 students from a Catholic Board of Education school in Karachi. Data collection methods included direct observation, reflective notes, and focus group discussions. A two-week climate literacy course comprising four subunits and ten lessons was designed. The primary findings revealed a significant gap in climate literacy and ESD among the learners. Despite the school’s emphasis on holistic education, students demonstrated a notable deficiency in understanding and engaging with climate-related topics. The study also highlighted the role of interactive and participatory methods in enhancing student engagement and confidence, aligning with global best practices in climate education. This gap challenges fostering environmentally responsible citizens capable of addressing global climate issues. The study underscores the urgent need for integrating climate education into school curricula to raise awareness and build future climate-resilient societies. Educational institutions are identified as key catalysts for nurturing environmental stewardship, emphasizing the importance of equipping students with the knowledge, skills, and motivation to engage with ecological issues.

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