Addressing Climate Change Education in Senior Secondary School Curriculum in Malawi

Duncan Wadson, Innocent Mutale Mulenga and Inonge Milupi
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Duncan Wadson: Directorate of Quality Assurance, Malawi
Innocent Mutale Mulenga: The University of Zambia, Zambia
Inonge Milupi: The University of Zambia, Zambia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 9, 8640-8654

Abstract: The aim of this study was to examine how Climate Change Education (CCE) is addressed in Senior Secondary School Curriculum in Malawi. Quantitative and Qualitative data were gathered through interviews and surveys in 52 secondary schools in Shire Highlands Education Division (SHED) and South West Education Division (SWED). A sample of 422 participants consisting of 416 senior secondary school teachers, three inspectors of schools and three officers responsible for curriculum development was employed. It was found that the senior secondary school curriculum in Malawi did not adequately address CCE and it was not up-to-date. For instance, the curriculum did not capture climate change hazards such as cyclones despite the country having been hard hit by Cyclone Gombe, Cyclone Ana, Cyclone Freddy and Cyclone Chido. Finally, it is recommended that the curriculum should be integrated with many sustainable practical activities and strategies for climate change mitigation and adaptation. Key words: Climate change education, school curriculum, sustainable practical activities, Malawi.

Date: 2025
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