Scholarlink

<p>Climate resilience education has emerged as a global priority, as reflected in UNESCO’s Education for Sustainable Development (ESD 2030) and UN Sustainable Development Goal targets 4.7 and 13.3. However, its representation in the curricula of developing countries remains underexplored. This study examined climate resilience and place-based education (PBE) themes in Grades IV and V social studies textbooks of the Sindh Textbook Board, Pakistan, and compared them with UNESCO’s Greening Curriculum Guidance (2024). Nvivo 14 was used for textbook analysis across four dimensions: knowledge and understanding, skills and action competence, values and attitudes, and local relevance and contextualization. Out of the 187 total coded references across both textbooks, knowledge &amp; understanding accounted for 112 references (59.9%), demonstrating a strong emphasis on factual and descriptive knowledge. Conversely, skills and action competence comprised only 18 references (9.6%), values and attitudes accounted for 26 references (13.9%), and local relevance and contextualization comprised 31 references (16.6%). PBE characteristics, such as community involvement and problem-solving in Pakistani-specific environmental contexts, were hardly present. The results indicate that the primary school curriculum in Pakistan promotes environmental awareness; however, there is limited actionable methodology. Furthermore, it suggests that curriculum reform may benefit from greater integration of culturally sensitive, inquiry-based pedagogies and closer alignment among curriculum boards, teacher education institutions, and environmental agencies.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Evaluating the integration of place based climate resilience in primary education by analyzing Pakistani curriculum through textbooks

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月25日

查看全文
  • Mahnoor Shaikh,
  • Ahmed Saya

摘要

Climate resilience education has emerged as a global priority, as reflected in UNESCO’s Education for Sustainable Development (ESD 2030) and UN Sustainable Development Goal targets 4.7 and 13.3. However, its representation in the curricula of developing countries remains underexplored. This study examined climate resilience and place-based education (PBE) themes in Grades IV and V social studies textbooks of the Sindh Textbook Board, Pakistan, and compared them with UNESCO’s Greening Curriculum Guidance (2024). Nvivo 14 was used for textbook analysis across four dimensions: knowledge and understanding, skills and action competence, values and attitudes, and local relevance and contextualization. Out of the 187 total coded references across both textbooks, knowledge & understanding accounted for 112 references (59.9%), demonstrating a strong emphasis on factual and descriptive knowledge. Conversely, skills and action competence comprised only 18 references (9.6%), values and attitudes accounted for 26 references (13.9%), and local relevance and contextualization comprised 31 references (16.6%). PBE characteristics, such as community involvement and problem-solving in Pakistani-specific environmental contexts, were hardly present. The results indicate that the primary school curriculum in Pakistan promotes environmental awareness; however, there is limited actionable methodology. Furthermore, it suggests that curriculum reform may benefit from greater integration of culturally sensitive, inquiry-based pedagogies and closer alignment among curriculum boards, teacher education institutions, and environmental agencies.