Climate Change Education in Afar, Ethiopia – Practices, Barriers, Policy Awareness and Perceived Community Support through Teachers’ Experiences

Abstract

Climate change education is crucial in preparing children to mitigate the daunting consequences of climate change that already affect them severely in countries such as Ethiopia. This study investigates climate change education in Afar, Ethiopia, exploring practices, barriers, policy awareness and perceived community support through teachers’ experiences. Twelve primary and tertiary teachers from the Afar region participated in the research. This qualitative study used surveys and interviews. Results signal a need for developing locally relevant curricula, as well as community-driven programs to enhance climate change education in the region.