Pedagogy for teaching climate change education to secondary school students: a sociocultural learning approach

The authors of this paper conducted a literature review on pedagogy for teaching climate change education. The paper reviews the literature on challenges in teaching climate change to secondary school students, pedagogical strategies for implementing climate change education, planning climate change lessons for secondary school students, challenges affecting the integration of climate change education into the school curriculum, and methodologies for teaching climate change education to secondary school students. We employ the sociocultural learning theory propounded by Vygotsky as the only theory to underpin the study. The study concludes that pedagogy for teaching climate change to secondary school students requires specialized instructional strategies and practices that will assist them to develop the capacity to adapt to and mitigate the climate change problem. The study also concludes from the literature that different frameworks are adopted for teaching climate change to secondary schools. The study also identifies some challenges affecting teaching climate change, from poor pedagogical and content knowledge by teachers teaching climate change education in secondary schools to a lack of capacity. The study recommends an in-service teacher training program to capacitate teachers and integrate climate change education into the curriculum on a subject-by-subject basis, rather than teaching the knowledge area from the STEM subject alone