An Investigation of the Level of Awareness and Mitigation of Climate Change among Junior School Learners in Busia County, Kenya: A Call for Sensitizing Future Generations

Margaret Njeri Ngugi; Gladys Nyaiburi Ogaro; Ruth Adhoch Odhiambo; Albert Wanjala Mwongula; Peter Ongang’a Odhiambo; Belinda Makadia

doi:10.37284/ajccrs.4.1.2940

Margaret Njeri Ngugi Alupe University
Gladys Nyaiburi Ogaro Alupe University
Ruth Adhoch Odhiambo Alupe University
Albert Wanjala Mwongula Alupe University
Peter Ongang’a Odhiambo, PhD Alupe University
Belinda Makadia National Cheng Kung University

DOI: https://doi.org/10.37284/ajccrs.4.1.2940

##share.article##:

الملخص

Climate change is a pressing global issue with severe impacts on development, including food insecurity, economic instability, and extreme weather events. Driven by greenhouse gas emissions from human activities like deforestation and fossil fuel use, it disproportionately affects Africa despite the continent's minimal emissions. This paper was undertaken in Busia County and it sought to find out the level of awareness of climate change among Junior School learners whereby a total of 405 learners were included In the study and the data was analyzed quantitatively. In Busia County, communities face displacement, water contamination, livestock loss, and food scarcity due to floods, droughts, and heatwaves. Events in Budalangi in Bunyala region of Busia County highlight these challenges which are often exacerbated by poverty and limited resilience. A Chi-square test was conducted to assess the association between grade level and the belief that climate change poses a serious threat. While the Pearson Chi-square result (χ² = 8.916, p = 0.063) was not statistically significant at the 5% level, the Linear-by-Linear Association test was significant (χ² = 7.718, p = 0.005), indicating a positive trend: as students advance in grade, they are more likely to perceive climate change as a serious threat. The findings also reveal gaps in knowledge, inconsistencies in curriculum implementation, and limited participation in sustainable practices. The study underscores the critical role of integrating comprehensive climate change education into school curricula to foster informed and proactive environmental stewardship. Based on the findings, recommendations are made to enhance climate change awareness through improved pedagogical strategies, community engagement, and policy reforms. This research advocates for a structured and sustainable approach to equipping future generations with the knowledge and skills necessary to combat climate change effectively.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

المراجع

Abbass, K., Qasim, M. Z., Song, H., Murshed, M., Mahmood, H., & Younis, I. (2022). A review of the global climate change impacts, adaptation, and sustainable mitigation measures. Environmental Science and Pollution Research, 29(28), 42539–42559. https://doi.org/10.1007/s11356-022-19718-6

Ajuang, C. O., Abuom, P. O., Bosire, E. K., Dida, G. O., & Anyona, D. N. (2016). Determinants of climate change awareness level in upper Nyakach Division, Kisumu County, Kenya. SpringerPlus, 5(1), 1015. https://doi.org/10.1186/s40064-016-2699-y

Allen, L., Kelly, B. B., Success, C. on the S. of C. B. to A. 8: D. and B. the F. for, Board on Children, Y., Medicine, I. of, & Council, N. R. (2015). Child Development and Early Learning. In Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK310550/

Bendini, M., & Devercelli, A. E. (Eds.). (2022). Quality Early Learning: Nurturing Children’s Potential. International Bank for Reconstruction and Development & The World Bank. https://openknowledge.worldbank.org/server/api/core/bitstreams/44eaa523-faca-5760-9abc-569cfddcaea2/content

Bhattacharya, A. (2019). Chapter 1—Global Climate Change and Its Impact on Agriculture. In A. Bhattacharya (Ed.), Changing Climate and Resource Use Efficiency in Plants (pp. 1–50). Academic Press. https://doi.org/10.1016/B978-0-12-816209-5.00001-5

Busia County Government. (2023). County Integrated Development Plan 2023-2027

Carman, J. P., & Zint, M. T. (2020). Defining and classifying personal and household climate change adaptation behaviors. Global Environmental Change, 61, 102062. https://doi.org/10.1016/j.gloenvcha.2020.102062

CGB. (2023). County Government of Busia Participatory Climate Risk Assessment Report (pp. 1–187). County Government of Busia Directorate of Climate Change. https://maarifa.cog.go.ke/sites/default/files/2024- 06/PCRA%20Report%20l%20Busia%20County.pdf

Collier, P., Conway, G., & Venables, T. (2008). Climate change and Africa. Oxford Review of Economic Policy, 24(2), 337–353. https://doi.org/10.1093/oxrep/grn019

Corbyn, Z. (2011). Global warming “confirmed.” Nature Climate Change, 1(9), 437–438. https://doi.org/10.1038/nclimate1292

Corner, A., Roberts, O., Chiari, S., Völler, S., Mayrhuber, E. S., Mandl, S., & Monson, K. (2015). How do young people engage with climate change? The role of knowledge, values, message framing, and trusted communicators. WIREs Climate Change, 6(5), 523– 534. https://doi.org/10.1002/wcc.353

GoK. (2010). National Climate Change Response Strategy: Executive Brief. Government of Kenya.https://cdkn.org/sites/default/files/files/National_Climate_Change_Response_Strategy_Executive_Brief.pdf

Kohnert, D. (2024). The Impact of the Industrialized Nation’s CO2 Emissions on Climate Change in Sub-Saharan Africa: Case Studies from South Africa, Nigeria and the DR Congo (SSRN Scholarly Paper No. 4730179). Social Science Research Network. https://doi.org/10.2139/ssrn.4730179

Maingey, Y., Ouma, G., Olago, D., & Opondo, M. (2020). Trends In Climate Variables (Temperature And Rainfall) And Local Perceptions Of Climate Change In Lamu, Kenya. Geography, Environment, Sustainability, 13(3), 102–109. https://doi.org/10.24057/2071-9388-2020-24

Marshall, S. (2011). The water crisis in Kenya: Causes, effects and solutions. Global Majority E-Journal, 2(1), 31–45.

Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791– 812. https://doi.org/10.1080/13504622.2017.1360842

Munyoki, J. (2023). The State of the Competency-Based Curriculum (CBC) in Kenya. Moi University, CERM-ESA.

National Climate Change Framework Policy, Sessional Paper No. 3 of 2016 No. 3 of 2O75 38 (2016).

Ngara-Muraya, R. (2020). Reducing Health Emergencies of Droughts and Floods in Kenya. Kenya Institute for Public Policy Research and Analysis. https://repository.kippra.or.ke/bitstream/handle/123456789/3226/DP247.pdf?sequence=1&isAllowed=y

Odey, E. A., Abo, B. O., Li, Z., Zhou, X., & Giwa, A. S. (2018). Influence of climate and environmental change in Nigeria: A review on vulnerability and adaptation to climate change. Reviews on Environmental Health, 33(4), 441– 447. https://doi.org/10.1515/reveh-2018-0043

Pearce, F. (2007). IPCC warns of dire climate change consequences. New Scientist, 196(2631), 13. https://doi.org/10.1016/S0262-4079(07)62944-3

Poynting, M., & Stallard, E. (2021, August 9). How climate change worsens heatwaves, droughts, wildfires and floods. https://www.bbc.com/news/science-environment-58073295

Republic of Kenya (2012). Report of the Task Force on the Realignment of the Education Sector to the New Constitution. Nairobi: Government Press.

Sileyew, K. J. (2019). Research design and methodology. In E. Abu-Taieh, A. El Mouatasim, & I. H. Al Hadid (Eds.), Cyberspace.

Sorre, A. M. (2017). Effects of Climate Change on Rural Livelihoods in Busia County, Kenya. International Journal of Agriculture and Earth Science, 3(8), 75–89.

UNESCO. (2019). Framework for the implementation of Education for Sustainable Development (ESD) beyond 2019. UNESCO. General Conference 40th, 2019, Paris, France. https://unesdoc.unesco.org/ark:/48223/pf0000370215