Environmental Stewardship Education in Tuvalu Part 2: Insights into Curriculum Integration and Classroom Realities

Soseala S. Tinilau (), Sarah L. Hemstock, Theresa G. Mercer, Matthew Hannaford and Andrew P. Kythreotis
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Soseala S. Tinilau: Department of Geography, University of Lincoln—Brayford Pool, Lincoln LN6 7TS, UK
Sarah L. Hemstock: Lincoln Centre for Ecological Justice, University of Lincoln Brayford Pool, Lincoln LN6 7TS, UK
Theresa G. Mercer: Cranfield Environment Centre, Cranfield University, College Rd, Wharley End, Bedford MK43 0AL, UK
Matthew Hannaford: School of Geography, University of Nottingham, Nottingham NG7 2RD, UK
Andrew P. Kythreotis: Department of Geography, University of Lincoln—Brayford Pool, Lincoln LN6 7TS, UK

Sustainability, 2025, vol. 17, issue 9, 1-9

Abstract: This commentary is the second in a two-part series on Environmental Stewardship Education (ESE) in Tuvalu. While Part 1 examined the alignment between education and environmental policies, this follow-up focuses on how those policies are—or are not—translated into formal curriculum and classroom practice. Drawing on both academic research and professional experience in government, this article explores the gap in curriculum design, student engagement, and teaching strategies. It argues for the early integration of ESE in primary education, greater inclusion of traditional ecological knowledge, and participatory teaching approaches. These insights are grounded in Tuvalu’s context but offer valuable lessons for other small island developing states striving to align sustainability policy with educational delivery.

Keywords: environmental stewardship; education policy; curriculum integration; climate resilience; Tuvalu; small island developing states; traditional ecological knowledge (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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