Climate change education in Africa: setting the scene

Mbah, MF, Molthan-Hill, P ORCID: https://orcid.org/0000-0002-4425-1800 and Molua, EL, 2025. Climate change education in Africa: setting the scene. In: Mbah, MF, Molthan-Hill, P and Molua, EL, eds., Practices, perceptions and prospects for climate change education in Africa. Practices, perceptions and prospects for climate change education in Africa . Cham: Springer, pp. 3-18. ISBN 9783031840807

Full text not available from this repository.

Abstract

The continent of Africa has enormous resources and potential to meet its long-term development needs. However, the challenges posed by climate change in the continent are frequently worsened by underlying vulnerabilities, intensifying their influence on the progress of the United Nations Sustainable Development Goals (SDGs). Africa remains disproportionately affected by the consequences of climate change despite having the smallest share of global greenhouse gas emissions. In this chapter, we advance opportunities and solutions that could be maximised to strengthen the continent’s resilience and sustainable future. In particular, we draw attention to climate change education and policy drives across the continent to promote climate literacy as demonstrated in the African Union’s Climate Change and Resilient Development Strategy and Action Plan (2022–2032). While it is not out of place to assert that there are some policy drives across Africa for climate change literacy and education, the gap between policy and practice needs scrutiny. An insight into existing policies and practices in Africa as they relate to climate change can bring to light the gaps in educational frameworks intended to support a climate-resilient future. A framework for an impactful climate change education in Africa is advanced. The framework recommends that Indigenous knowledge holders can play a crucial role by working with other holders of knowledge such as academics with Western insights to accentuate a CCE in the continent that is critical of imposed systems, is relatable to places, promotes collective participation and is holistic in nature. The latter part of the chapter introduces the different chapters.

Item Type:	Chapter in book
Description:	Chapter 1
Creators:	Mbah, M.F., Molthan-Hill, P. and Molua, E.L.
Publisher:	Springer
Place of Publication:	Cham
Date:	2025
ISBN:	9783031840807
Identifiers:	Number Type 10.1007/978-3-031-84081-4_1 DOI 2426536 Other
Rights:	This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), 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 license and indicate if changes were made.
Divisions:	Schools > Nottingham Business School
Record created by:	Jonathan Gallacher
Date Added:	14 Apr 2025 12:26
Last Modified:	14 Apr 2025 12:27
URI:	https://irep.ntu.ac.uk/id/eprint/53400

Actions (login required)

Edit View

Statistics

Views

Downloads