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ABSTRACT
Climate change is a worldwide phenomenon and it is a great concern to all countries as it brings about a warming climate system that affects human behavior. South Africa like other countries is severely affected by climate change. Although attempts are increasingly made to integrate climate change into school curricula, teachers have challenges in preparing and implementing climate change lessons. This study, therefore, seeks to review literature related to the integration of climate change education in the school curriculum to identify the strategies teachers face when integrating climate change education in teaching and learning. The study adopted a literature review approach and a comprehensive electronic search for relevant literature was done using the google search and springer which led to the discovery of research article suitable for the study. The study also aims at suggesting a model that could be used by teachers to integrate climate change in their lessons. This will be done by reviewing the existing literature about climate change education in different countries and its integration in teaching and learning in the classroom. This study outline some of the teaching strategies that can be adopted for the teaching and learning of climate change education which among others includes transdisciplinary, critical thinking and problem-based approach. This study will assist appropriate policy makers to design pedagogical approaches that will enhance effective teaching and learning of climate change education in a way that will promote curriculum alignment and locally relevance in the classroom.
Keywords: Climate Change Education, Curriculum, Framework, Teaching and learning, Integration
INTRODUCTION
Climate change is wreaking havoc on all of the world's countries, and it is a major source of concern for all of them since it causes a warming climate system, which has an impact on human behavior (United Nations 2014 and Apollo & Mbah, 2021). Climate change is wreaking havoc on South Africa, as it is on other countries (Vogel, Schwaibold & Misser, 2015). Although most countries are progressively attempting to integrate climate change education into their school curricula, teachers face difficulties in planning and executing climate change education in their courses (Anderson, 2010, Stevenson, Nicholls & Whitehouse, 2017 SezenBarrie, Miller-Rushing & Hufnagel, 2020). Furthermore, climate change education is not aligned with current scientific and policy approaches. As a...