Assessment of Textbook Content and Teachers’ Competence in Climate Change Education at Primary Level

Abstract

This study aims to examine the Climate Change Education (CCE) provision in the Five grade textbooks [Science & Social Studies] and the competence of teachers in teaching CCE in primary girls’ schools in Skardu-Baltistan. It is a mixed-method research that uses both qualitative and quantitative approaches to gather data. The first phase of the study involved collecting qualitative data to examine the provision of CCE content in selected textbooks taught in grade five. The researcher adapted an interview questionnaire to assess the competence of teachers teaching in 38 schools. The provision of themes and topics based on the seven Principles of Climate literacy given by USGCRP (2009) was identified by using latent content analysis (LCA). The study concludes that Science and Social Study textbooks lack the incorporation of CCE content of principles 1, 4, 6 & 7. Furthermore, the majority of teachers have not received training to use digital media, apply activity-based methods to engage campus and community support for CCE. The study also found that the selected schools are missing school planting campaigns, CCE committees, and CCE walks. Above all, the respondents possess conflicting views about climate change as a natural or human-contributed phenomenon.