This blog is grounded in the insights and experiences of teachers at the frontline of climate disruption, drawn from research carried out in schools across Zimbabwe, Malawi, South Africa, Kenya, and Rwanda.
With limited textbooks, unreliable internet, or a complete lack of projectors, teachers are relying on what they do have: their voices, imagination, and the resourcefulness of their adolescents and youths. They use drama, songs and storytelling as part of their teaching.
Teachers are using crises as opportunities for delivering climate education content. Drought becomes a case study for water scarcity. A storm becomes an example of extreme weather events.
This study found that teachers are offering rich insights into what truly works to engage young people in climate education.