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 |
|---|---|
| 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 |
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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: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tianshu+Chen%22">Tianshu Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Debojyoti+Das%22">Debojyoti Das</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Current+Issues+in+Comparative+Education%22"><i>Current Issues in Comparative Education</i></searchLink>. 2025 27(1):124-152. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 29 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+Development%22">Sustainable Development</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Knowledge%22">Indigenous Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Criticism%22">Criticism</searchLink><br /><searchLink fieldCode="DE" term="%22Western+Civilization%22">Western Civilization</searchLink><br /><searchLink fieldCode="DE" term="%22International+Education%22">International Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Malawi%22">Malawi</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1523-1615 – 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1480600 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 124 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Secondary School Students Type: general – SubjectFull: Climate Type: general – SubjectFull: Environmental Education Type: general – SubjectFull: Faculty Development Type: general – SubjectFull: Barriers Type: general – SubjectFull: Sustainable Development Type: general – SubjectFull: Indigenous Knowledge Type: general – SubjectFull: Relevance (Education) Type: general – SubjectFull: Decolonization Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Criticism Type: general – SubjectFull: Western Civilization Type: general – SubjectFull: International Education Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Pedagogical Content Knowledge 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: Debojyoti Das IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-electronic Value: 1523-1615 Numbering: – Type: volume Value: 27 – Type: issue Value: 1 Titles: – TitleFull: Current Issues in Comparative Education Type: main |
| ResultId | 1 |
