Policies and practices of climate change education in South Asia: towards a support framework for an impactful climate change adaptation

Mbah, M.F., Shingruf, A. and Molthan-Hill, P. ORCID: 0000-0002-4425-1800, 2022. Policies and practices of climate change education in South Asia: towards a support framework for an impactful climate change adaptation. npj Climate Action, 1: 28. ISSN 2731-9814

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South Asia is one of the most vulnerable regions to the impacts of climate change. While it has contributed the least to global greenhouse gas emissions, the people in the region face imminent threats to their health and well-being due to extreme weather events and a range of other climate-induced challenges, such as biodiversity loss and monsoon floods. Climate change education (CCE), if properly implemented, can prove to be vital in addressing such challenges and in helping people make informed decisions on adaptation strategies. To this end, this paper explores how CCE is addressed in the climate policies of South Asian countries. The paper also explores the implementation and operationalization of these policies within the respective countries. A content analysis of the climate policies of member states was conducted for the period 2007–2021. The findings revealed that climate change education has been highlighted within individual policies pertaining to formal and informal education, research and development, and public awareness initiatives. However, a gap analysis between policies and practices reveals that significant work is still needed for the effective implementation of policies supporting CCE at local levels. The current study seeks to contextualize these gaps by situating them within the relevant theoretical backdrops. In doing so, the research aims to make a meaningful contribution to the understanding of how CCE can be effectively deployed and delivered towards an impactful climate change adaptation, building on a support framework.

Item Type: Journal article
Publication Title: npj Climate Action
Creators: Mbah, M.F., Shingruf, A. and Molthan-Hill, P.
Publisher: Springer
Date: 19 December 2022
Volume: 1
ISSN: 2731-9814
Rights: This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
Divisions: Schools > Nottingham Business School
Schools > Nottingham Institute of Education
Record created by: Jonathan Gallacher
Date Added: 28 Feb 2023 10:36
Last Modified: 28 Feb 2023 10:36
URI: https://irep.ntu.ac.uk/id/eprint/48424

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