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.
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| 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. |
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| Authors: | Tianshu Chen1, Das, Debojyoti1 |
| Source: | Current Issues in Comparative Education. 2025 Special Issue, Vol. 27, p124-152. 29p. |
| Subject Terms: | *Climate change education, *Teacher training, Government policy on climate change, Consciousness raising, Sustainable development |
| Geographic Terms: | Malawi |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Current Issues in Comparative Education is the property of Current Issues in Comparative Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186275862 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: 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. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tianshu+Chen%22">Tianshu Chen</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Das%2C+Debojyoti%22">Das, Debojyoti</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Current+Issues+in+Comparative+Education%22">Current Issues in Comparative Education</searchLink>. 2025 Special Issue, Vol. 27, p124-152. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Climate+change+education%22">Climate change education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Government+policy+on+climate+change%22">Government policy on climate change</searchLink><br /><searchLink fieldCode="DE" term="%22Consciousness+raising%22">Consciousness raising</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+development%22">Sustainable development</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Malawi%22">Malawi</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Current Issues in Comparative Education is the property of Current Issues in Comparative Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186275862 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 124 Subjects: – SubjectFull: Climate change education Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Government policy on climate change Type: general – SubjectFull: Consciousness raising Type: general – SubjectFull: Sustainable development Type: general – SubjectFull: Malawi Type: general Titles: – TitleFull: 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. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tianshu Chen – PersonEntity: Name: NameFull: Das, Debojyoti IsPartOfRelationships: – BibEntity: Dates: – D: 02 M: 01 Text: 2025 Special Issue Type: published Y: 2025 Identifiers: – Type: issn-print Value: 15231615 Numbering: – Type: volume Value: 27 Titles: – TitleFull: Current Issues in Comparative Education Type: main |
| ResultId | 1 |
