Assessing Secondary Teachers' Knowledge and Pedagogical Skills in Climate Change Education in Zambia: A Case Study of Masaiti District

Climate change is a critical global challenge that significantly impacts ecosystems, economies, and communities, particularly in developing countries like Zambia. In the Masaiti District, where over 60% of the population relies on agriculture, the effects of climate change are increasingly evident, necessitating effective climate change education. However, many teachers in this region are inadequately prepared to teach this vital subject, despite recognizing its importance. This study aimed to assess teachers' knowledge and pedagogical skills in climate change education across ten schools in Masaiti District. Employing a Quantitative approach, the research collected data over three months using structured questionnaires administered to 74 teachers, supplemented by interviews and focus group discussions. The quantitative data was analyzed using statistical software Stata. The findings revealed that a significant proportion of teachers (64%) lack a comprehensive understanding of national policies on climate change education, and many (50%) hold only diploma-level qualifications, potentially limiting their depth of content knowledge and pedagogical skills. Key challenges identified include a lack of resources (63%), limited curriculum time (37%), and insufficient training (30%), hindering the effective delivery of climate change education. To address these gaps, the study recommends strengthening policy dissemination, enhancing teacher capacity-building, optimizing curriculum and assessment, fostering collaboration and community engagement, and advocating for increased resource allocation. By implementing these recommendations, Masaiti District can empower educators and equip students with the necessary skills to address climate change challenges in Zambia, fostering environmental responsibility among future generations.