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Sustainable Development Goal for Education: Teachers’ Perspectives on Climate Change Education in Senior High Schools (SHS)

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  • Nana Yeboaa Opuni-Frimpong

    (Department of Educational Innovation in Science and Technology, Faculty of Educational Studies, Kwame Nkrumah University of Science and Technology, Kumasi AK-315-7530, Ghana
    Department of Forest Science, School of Natural Resources, University of Energy and Natural Resources, Sunyani P.O. Box 214, Ghana)

  • Harry Barton Essel

    (Department of Educational Innovation in Science and Technology, Faculty of Educational Studies, Kwame Nkrumah University of Science and Technology, Kumasi AK-315-7530, Ghana)

  • Emmanuel Opuni-Frimpong

    (Department of Forest Science, School of Natural Resources, University of Energy and Natural Resources, Sunyani P.O. Box 214, Ghana
    Forest Improvement and Productivity, Forest Policy, Governance & Livelihood CSIR—Forestry Research Institute of Ghana, KNUST, Kumasi P.O. Box 63, Ghana)

  • Elizabeth Asantewaa Obeng

    (Forest Improvement and Productivity, Forest Policy, Governance & Livelihood CSIR—Forestry Research Institute of Ghana, KNUST, Kumasi P.O. Box 63, Ghana)

Abstract

Any program intended to equip the populace, particularly young people, to combat climate change and its repercussions must include education. As crucial stakeholders in education, teachers have the primary responsibility of preparing young people to deal with the effects of climate change. In two districts of Ghana’s Bono region, the study assessed SHS teachers’ viewpoints on climate change and their willingness to include climate change concerns in classes. The degree to which climate change was incorporated into the syllabi of selected disciplines was also assessed. For this study, data was collected from a hundred ( n = 100) SHS teachers from 10 of the 15 schools in the study area using a simple random sampling method. The Pearson chi-square test was used to examine the association between the subject content and teachers’ desire to teach climate change. The data were analyzed using SPSS (v25). The findings demonstrated that teachers’ readiness to educate about climate change was influenced by the subjects they taught. Subjects that were not science-based provided little information on climate change to teachers. Climate change is addressed in many areas in Integrated Science and Social Studies, and it is a core topic for all students. Climate change should be taught using an interdisciplinary approach, and in-service training for teachers could be beneficial.

Suggested Citation

  • Nana Yeboaa Opuni-Frimpong & Harry Barton Essel & Emmanuel Opuni-Frimpong & Elizabeth Asantewaa Obeng, 2022. "Sustainable Development Goal for Education: Teachers’ Perspectives on Climate Change Education in Senior High Schools (SHS)," Sustainability, MDPI, vol. 14(13), pages 1-17, July.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:13:p:8086-:d:854126
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    References listed on IDEAS

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    1. Xiang Chen, 2011. "Why do people misunderstand climate change? Heuristics, mental models and ontological assumptions," Climatic Change, Springer, vol. 108(1), pages 31-46, September.
    2. John Sterman, 2011. "Communicating climate change risks in a skeptical world," Climatic Change, Springer, vol. 108(4), pages 811-826, October.
    3. Cecilia Boakye, 2015. "Climate Change Education," SAGE Open, , vol. 5(4), pages 21582440156, December.
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    Cited by:

    1. Norhafizah Karim & Hidayatulfathi Othman & Zul-‘Izzat Ikhwan Zaini & Yanti Rosli & Muhammad Ikram A Wahab & Al Mumin Al Kanta & Syamimi Omar & Mazrura Sahani, 2022. "Climate Change and Environmental Education: Stance from Science Teachers," Sustainability, MDPI, vol. 14(24), pages 1-18, December.
    2. K Esakkimuthu & S Banupriya, 2023. "Awareness about Climate Change among Students: A Sustainable Future," ComFin Research, Shanlax Journals, vol. 11(4), pages 1-6, October.

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