The Extent of Climate Change Education Implementation in Secondary Schools in Cameroon: A Mixed-Methods Analysis of Systemic Gaps

Domaine:

educationclimate

Type de record:

paper

Créateur:

SarFreNge

Éditeur:

Int

Hôte:

Climate change education (CCE) is increasingly recognized as a critical strategy for developing climate-resilient societies; however, empirical evidence on its implementation in secondary schools across sub-Saharan Africa remains limited. This study examined the extent of climate change education implementation in secondary schools in Cameroon’s South West and Littoral Regions. Guided by Transformative Learning Theory, Social Learning Theory, and Ostrom’s Institutional Analysis and Development Framework, the study employed an explanatory sequential mixed-methods design. Quantitative data were collected from 800 students across 12 government secondary schools using a structured questionnaire, while qualitative data were obtained through focus group discussions and semi-structured interviews with teachers and policymakers. Descriptive statistics, chi-square analysis, and multiple response set analysis were used to analyse quantitative data, whereas thematic analysis was applied to qualitative data.

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