| Title: |
Evaluation of the Impact of the 1.5 MAX Initiative on Climate Change Education (CCE) in Malawi Secondary Schools: An Education for Sustainable Development Framework Approach |
| Language: |
English |
| Authors: |
Tianshu Chen; Debojyoti Das |
| Source: |
Current Issues in Comparative Education. 2025 27(1):124-152. |
| Availability: |
Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice |
| Peer Reviewed: |
Y |
| Page Count: |
29 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Secondary Education |
| Descriptors: |
Foreign Countries; Secondary School Students; Climate; Environmental Education; Faculty Development; Barriers; Sustainable Development; Indigenous Knowledge; Relevance (Education); Decolonization; Learner Engagement; Criticism; Western Civilization; International Education; Teaching Methods; Pedagogical Content Knowledge |
| Geographic Terms: |
Malawi |
| ISSN: |
1523-1615 |
| Abstract: |
This qualitative case study evaluates the impact of the 1.5 MAX initiative on Climate Change Education (CCE) in Malawian secondary schools through the dual lens of Education for Sustainable Development and decolonial theory. Malawi's curricula prioritize Western agricultural models over Indigenous knowledge, resulting in fragmented implementation due to teacher training gaps, resource shortages, and a stark divide between students' climate knowledge and actionable engagement. While the 1.5 MAX initiative enhances climate awareness and practical skills through interactive methods, its effectiveness is constrained by limited teacher preparedness, curricular misalignment, and systemic resource limitations. The research highlights the importance of integrating Indigenous knowledge and adapting content to local contexts for greater relevance and effectiveness. By applying a decolonial lens, this research critiques the dominance of Western epistemologies in global educational initiatives and advocates for the co-creation of knowledge that centers local agency and context-specific solutions. While demonstrating the potential of international educational initiatives to complement local curricula, the study underscores the need for sustainable support systems and expanded teacher training. Future research should assess the long-term impacts of such interventions and explore strategies for aligning global practices with local needs, while dismantling colonial legacies to foster a more equitable and inclusive educational landscape. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1480600 |
| Database: |
ERIC |