Integration of Climate Change Concepts in the Namibian School Curriculum: Challenges, opportunities and recommendations for enhanced implementation
Year: 2025
Type: article
Abstract: Like many countries in the Global South, Namibia is vulnerable to disproportionate impacts of climate change. The country is facing intensified challenges in adapting to rising temperatures, changing rainfall patterns, and a higher prevalence of extreme weather events, which contribute to existing socio-economic and environmental problems. The complex nature of climate change science requires that climate change concepts are integrated into all education systems. This article is a content analysis of how the Namibian basic education curriculum integrates concepts related to climate change. The analysis reveals that climate change concepts are partially integrated into Namibia’s basic education curriculum as part of the environmental learning cross-curricular theme. This integration of climate change concepts is only evident in the Natural and Social Science subjects across grade levels and mostly covers basic concepts related to climate science, sustainable lifestyles and ecosystems and biodiversity. In commercial and technical subjects, climate change concepts are minimal. In summary, the integration of climate change related concepts in the Namibian basic curriculum is not sufficient for learners to fully understand the complex concepts of climate change. For climate action, curriculum developers need to integrate climate change content in all subjects of the Namibian basic education curriculum especially those related to climate justice, climate ethics and post-carbon economies.
Author: Sirkka Tshiningayamwe
Institution: University of Namibia
Language: English
Subfield: Management, Monitoring, Policy and Law
Field: Environmental Science
Domain: Physical Sciences
Open Access status: green
OpenAlex ID: W7118613237
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