ABSTRACT

Climate change and environmental sustainability are critical global challenges, yet effective education on these topics remains a significant hurdle in many regions, including Cameroon. This study examines the challenges of teaching climate change and environmental sustainability in secondary and high school geography within Limbe II Municipality, Cameroon, focusing on three key factors: teacher preparedness, availability of teaching resources, and curriculum integration.

A mixed-methods approach was employed, combining surveys and interviews with 120 geography teachers across three schools. The findings revealed that teacher preparedness significantly influences teaching effectiveness, with 90.8% of teachers expressing confidence in teaching climate concepts, yet only 35.0% had received formal training. This gap highlights the need for targeted professional development programs to enhance educators’ knowledge and skills.

The availability of teaching resources was also found to play a crucial role, as 50.0% of schools lacked up-to-date textbooks and 46.7% of teachers had no access to digital tools. Despite these challenges, 87.5% of teachers utilized locally relevant materials, underscoring the importance of context-specific resources in improving student engagement and comprehension.

Regarding curriculum integration, while 81.7% of teachers reported that climate change topics were included in the geography curriculum, only 30.0% noted these topics were treated as core subjects. Additionally, 98.3% of teachers emphasized the insufficient time allocated for climate education, indicating a need for stronger curriculum reforms to prioritize these topics.

The study concludes that addressing these barriers through teacher training, equitable resource distribution, and systematic curriculum integration can significantly enhance the effectiveness of climate change and sustainability education. These improvements are essential for fostering student awareness, resilience, and proactive engagement in addressing environmental challenges in Limbe II Municipality and beyond.

CHAPTER ONE

GENERAL INTRODUCTION

Introduction

Climate change and environmental sustainability are among the most pressing global challenges of our time, with far-reaching consequences for ecosystems, economies, and communities. In Cameroon, these issues are particularly acute, as the country faces rising temperatures, erratic rainfall, coastal erosion, and other climate-related threats.

The ability of schools to deliver quality climate education is hindered by several systemic barriers. Many teachers lack adequate training in climate science and sustainability, leaving them ill-equipped to engage students on these complex topics. Additionally, schools often struggle with insufficient teaching materials, such as up-to-date textbooks, digital tools, and hands-on learning aids. Compounding these challenges is the marginalization of climate topics in the curriculum, where they are frequently treated as optional or secondary to traditional geography content. These limitations undermine students’ understanding of climate change and their capacity to contribute to solutions.

This study explores the critical challenges of teaching climate change and environmental sustainability in secondary and high school geography within Limbe II Municipality, Cameroon. As climate change increasingly threatens livelihoods and ecosystems, effective education is essential for fostering awareness and resilience among students. Despite global recognition of these issues, local educational practices often fall short due to gaps in teacher preparedness, resource availability, and curriculum integration. This research seeks to identify and analyze these barriers, aiming to enhance teaching effectiveness and student engagement.

Background of the Study

Historically, the issue of climate change and environmental sustainability has evolved over centuries, with its roots tracing back to the Industrial Revolution in the 18th and 19th centuries. During this period, the widespread use of fossil fuels and rapid industrialization led to significant increases in greenhouse gas emissions, marking the beginning of anthropogenic climate change (Intergovernmental Panel on Climate Change [IPCC], 2021). Globally, the 20th century saw heightened awareness of environmental degradation, culminating in key milestones such as the establishment of the United Nations Environment Programme (UNEP) in 1972 and the adoption of the Kyoto Protocol in 1997, which aimed to reduce carbon emissions (United Nations, 2022). These efforts underscored the growing recognition of climate change as a critical global challenge requiring coordinated action.

In Africa, the impacts of climate change have been particularly severe due to the continent’s vulnerability to environmental shocks. Historical records indicate that droughts, desertification, and erratic rainfall patterns have disrupted livelihoods, especially in regions like the Sahel and East Africa (African Development Bank Group, 2020). Colonial and post-colonial economic policies often prioritized resource extraction over sustainability, exacerbating environmental degradation (Adelekan, 2016). Despite these challenges, Africa has also been a site of resilience and innovation, with initiatives such as the Great Green Wall project aiming to combat desertification and promote sustainable land use (United Nations Convention to Combat Desertification [UNCCD], 2021).

Cameroon, like many African nations, has faced unique historical challenges related to climate change and environmental sustainability. The country’s diverse ecosystems, ranging from rainforests to arid zones, have made it particularly susceptible to climate variability (Molua & Lambi, 2007). Colonial-era logging and agricultural practices left lasting scars on Cameroon’s environment, while post-independence development policies often neglected sustainability (Nkwi, 2015). In recent decades, Cameroon has taken steps to address these issues, such as ratifying the Paris Agreement and implementing national policies like the National Adaptation Plan for Climate Change (Republic of Cameroon, 2015). However, gaps remain in integrating climate education into school curricula, particularly at the secondary level, where geography plays a pivotal role in shaping students’ understanding of these issues (Fonjong & Mbah, 2017).

Conceptually, the study examines the challenges of teaching climate change and environmental sustainability in secondary and high school geography, focusing on three key independent variables, teacher preparedness, availability of teaching resources, and curriculum integration and their impact on the dependent variable, teaching effectiveness. Each of these concepts is grounded in educational and environmental research, with well-defined indicators that help measure their influence.

Teacher preparedness refers to educators’ knowledge, skills, and confidence in delivering climate change and sustainability education effectively (Darling-Hammond, 2006). Indicators of preparedness include professional training, subject-matter expertise, pedagogical strategies, and self-efficacy (UNESCO, 2017). Studies show that teachers with specialized training in environmental education are more likely to employ interactive and student-centred approaches, enhancing learning outcomes (Herman et al., 2018). Conversely, a lack of preparedness can lead to superficial coverage of topics, reliance on outdated information, and reduced student engagement (Monroe et al., 2019). In Cameroon, where teacher training programs often lack climate change modules, this gap contributes to ineffective instruction (Fonjong & Mbah, 2017).

Teaching resources encompass textbooks, digital tools, visual aids, and laboratory equipment necessary for effective instruction (UNESCO, 2017). The quality and accessibility of these materials significantly influence teaching effectiveness. Research indicates that schools with well-equipped classrooms and multimedia resources foster a deeper student understanding of complex environmental concepts (Karpudewan et al., 2015). However, in resource-constrained settings like Limbe II Municipality, the absence of up-to-date textbooks and digital learning tools limits teachers’ ability to deliver engaging lessons (UNFCCC, 2016). Studies in Sub-Saharan Africa highlight that inadequate resources force educators to rely on rote memorization rather than experiential learning, weakening climate literacy (Agyeman et al., 2021).

Curriculum integration measures how systematically climate change and sustainability topics are incorporated into the geography curriculum (Drake, 2012). Key indicators include syllabus inclusion, interdisciplinary connections, assessment methods, and instructional time allocation (Boeve-de Pauw et al., 2015). Effective integration ensures that climate education is not treated as an add-on but as a core component of geographical studies. Research suggests that curricula with strong environmental content improve students’ critical thinking and problem-solving skills (McKeown & Hopkins, 2010). However, in Cameroon, climate topics are often marginalized or taught in isolation, reducing their impact (Republic of Cameroon, 2015). A study by Nkwetisama (2020) found that schools with structured climate modules in geography reported higher student awareness and engagement compared to those with fragmented coverage.

Teaching effectiveness is measured by student comprehension, engagement, and ability to apply knowledge to real-world environmental challenges (Henderson et al., 2017). Effective teaching translates to improved climate literacy, where students not only understand scientific concepts but also develop pro-environmental attitudes and behaviours (Stevenson et al., 2016). Studies in educational psychology emphasize that teacher preparedness, resource availability, and curriculum coherence collectively determine instructional success (Shulman, 1987). In contexts where these factors are weak, such as Limbe II Municipality, students often graduate with a limited understanding of sustainability, hindering community resilience to climate change (Agyeman et al., 2021).

Theoretically, this study is guided by three key learning theories that help explain the challenges of teaching climate change and environmental sustainability in Cameroonian schools: Social Learning Theory, Constructivist Learning Theory, and Transformative Learning Theory. Each theory provides a different perspective on how teachers and students engage with climate education.

Social Learning Theory suggests that people learn by observing others, imitating behaviours, and responding to rewards or punishments (Bandura, 1977). In education, this means students often model their teachers’ attitudes and actions. For this study, the theory is important because it helps explain how teacher preparedness affects student learning. If teachers are confident and knowledgeable about climate change, students are more likely to take the subject seriously. However, if teachers lack training or resources, students may not develop a strong understanding of environmental issues. Social Learning Theory also supports the idea that interactive teaching tools (like videos or group projects) can improve learning because students learn better when they see real-world examples (Monroe et al., 2019).

Constructivist Learning Theory states that people build knowledge through experiences and social interactions (Piaget, 1950; Vygotsky, 1978). This means students learn best when they actively participate in lessons rather than just listening to lectures. For this study, the theory is relevant because it highlights the importance of teaching resources and curriculum design. If schools lack hands-on activities (like experiments or field trips), students may struggle to understand complex climate concepts. The theory also suggests that learning should be connected to real-life situations—such as local environmental problems in Cameroon—so students see the relevance of what they are learning (Karpudewan et al., 2015).

Transformative Learning Theory argues that education should change the way people think and encourage them to take action (Mezirow, 1991). This is especially important for climate change education because students need to move beyond memorizing facts and start thinking critically about solutions. For this study, the theory helps explain why curriculum integration matters. If climate topics are only briefly mentioned in textbooks, students may not see their importance. However, if lessons encourage discussion, problem-solving, and community projects, students are more likely to develop a deeper understanding and a sense of responsibility toward the environment (Stevenson et al., 2016).

Contextually, Cameroon faces significant challenges in integrating climate change and environmental sustainability education into its secondary and high school curricula, despite the country’s high vulnerability to climate impacts. Situated in Central Africa, Cameroon’s diverse ecosystems—ranging from tropical rainforests to arid Sahelian zones make it particularly susceptible to climate variability, including rising temperatures, erratic rainfall, and increased frequency of extreme weather events (Molua & Lambi, 2007). These environmental changes have direct implications for agriculture, water resources, and livelihoods, underscoring the urgent need for effective climate education (Fonjong & Mbah, 2017).

The Cameroonian education system has struggled to adequately address climate change due to structural and resource-related constraints. While the government has ratified international agreements such as the Paris Agreement and developed national policies like the National Adaptation Plan for Climate Change (Republic of Cameroon, 2015), implementation at the school level remains inconsistent. Studies reveal that many geography teachers in Cameroon lack specialized training in climate science, leading to reliance on outdated textbooks and lecture-based teaching methods (Nkwetisama, 2020). Additionally, schools often face shortages of instructional materials, such as updated climate data, digital tools, and laboratory equipment, which limits interactive and experiential learning (Agyemang et al., 2021).

A key issue in Cameroon’s climate education landscape is the disconnect between policy and practice. Although environmental topics are nominally included in the geography curriculum, they are often taught superficially or as optional modules rather than core subjects (Tambo et al., 2020). Research conducted in secondary schools in the Southwest Region (including Limbe II Municipality) found that climate change lessons are frequently marginalized in favour of traditional physical and human geography topics (Ndam & Ngalim, 2021). This lack of systematic integration results in low student awareness and engagement, as many graduates leave school without a clear understanding of mitigation and adaptation strategies (Fonjong et al., 2019).

Furthermore, socioeconomic disparities exacerbate inequalities in climate education. Urban schools in cities like Douala and Yaoundé tend to have better access to resources and teacher training programs compared to rural institutions (Ateh et al., 2020). In Limbe II Municipality, where this study is focused, coastal communities are particularly vulnerable to sea-level rise and flooding, yet local schools often lack the tools to teach students about these region-specific risks (Mbeng et al., 2022). Community-based environmental initiatives, such as tree-planting campaigns and youth-led sustainability projects, have emerged as supplementary learning platforms, but their reach remains limited without formal institutional support (Nkemnyi et al., 2018).

Statement of the Problem

Climate change and environmental sustainability are critical global issues that require urgent attention, particularly in education systems. Despite their importance, many secondary and high schools in Cameroon face challenges in effectively teaching these topics. Research indicates that inadequate teacher preparedness, lack of resources, and poor curriculum integration are major barriers to delivering quality climate change education (UNESCO, 2017).

Teacher preparedness is a significant concern as many teachers lack the necessary training, knowledge, and confidence to teach climate change and sustainability topics effectively (Darling-Hammond, 2006). Without proper professional development, teachers may struggle to convey complex environmental concepts, leaving students ill-equipped to understand or address these issues.

Another critical issue is the availability and quality of teaching resources. Schools in Limbe II Municipality often lack textbooks, visual aids, and digital tools needed to support interactive and engaging lessons on climate change (UNFCCC, 2016). The absence of these resources limits teachers’ ability to deliver comprehensive instruction and hinders students’ learning experiences.

Similarly, the integration of climate change topics into the geography curriculum remains inconsistent. While some schools may include these topics, others overlook them entirely or address them superficially (Drake, 2012). This inconsistency undermines the systematic teaching of climate change and sustainability, leaving gaps in students’ knowledge. The study will evaluate how curriculum integration affects teaching effectiveness and student outcomes in Limbe II Municipality.

Research Question

1. How does teacher preparedness affect the effectiveness of teaching climate change and environmental sustainability in Limbe II Municipality.?
2. To what extent does the availability of teaching resources influence the teaching of climate change and sustainability in Limbe II Municipality.?
3. How does the level of curriculum integration impact the teaching of climate change and sustainability in Limbe II Municipality?

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