An educational perspective on an integrated approach in mitigating climate change in Mufulira

Climate change is a crucial contributing factor to increased heat waves, flooding, droughts,
intense tropical cyclones, rising sea levels and loss of biodiversity. Hazards induced by climate
change can have detrimental effects on school facilities, educational systems, and interrupt
educational continuity. However, the education sector offers an opportunity to combat climate
change through contributing to mitigation efforts by implementing awareness programmes,
thereby reducing vulnerabilities and building resilient societies. This study explores an
Educational Perspective on an Integrated Approach in Mitigating Climate Change in Mufulira.
The study was qualitative and utilised questionnaires, semi-structured interviews, document
analysis, and an observation schedule with a purposively chosen sample in Butondo, Kankoyo,
and Kantanshi townships. The study sample included 24 learners (8 from each school, thus;
Butondo, Chankwa and Kantanshi Secondary School), 12 teachers (4 from each of the schools
mentioned), 12 parents (who had a child or children at any of the schools mentioned) and 4
officers from Civil Society Organisations. Despite increases in scientific understanding of
Climate Change Education, the ministry of education in Zambia has done little to raise
awareness on mitigating climate change apart from the recent inclusion of the Environmental
Issues and Innovations category in the Junior Engineers Technicians and Scientists (JETS). The
interdisciplinary nature of climate change mitigation demands, in addition to funding, planning
and multi-sectoral approach, adequate incorporation across curricula at all levels to ensure
learning across the life-cycle, quality Mathematics and Science Education (MSE) and reorientation
of teacher training in order to raise students’ awareness and competencies to mitigate
climate change. The findings further revealed that traditional pedagogies and rote-learning
methodologies must be replaced with problem-solving, inquiry-based and future-oriented
learning approaches anchored in the local community. The study recommended the following:
adequate allocation of funds to produce teaching and learning materials and teacher training,
self-reliance, networking among implementers; policy on integration, positive attitude among
learners, provision of literature; and innovative teaching methods.
Key words: integrated approach, climate change, climate change mitigation