Converting Learners Into Active Stakeholders, Leaders And Managers Of Climate Change

Abstract

The purpose of the paper is to capacitate learners with knowledge and tools for
mitigating climate change for economic sustainability and prosperity in schooling
activities. The paper is conceptual and empirical in nature within the qualitative
research paradigm. The question guiding this paper is: how can a sense of agency
and accountability be triggered in learners to lead and manage the process of
climate change for the economic sustainability and prosperity of their studies?
Narrative enquiry and interviewing techniques were applied to generate data. Out
of the population of 11 public secondary schools in Mopani South District, in
Limpopo Province, South Africa, six were conveniently sampled. In each of the
six sampled secondary school, a principal and a Chairperson of Learner
Representative Council (LRC) became research participants. Findings revealed
that a battle against climate change requires climate education. Secondly, holistic
greening of the schooling curriculum needs to be prioritised. Thirdly,
transforming the manner of the delivery content inside the classrooms is
indispensable. Fourthly, encouragement of individual behavioural change to
mitigate climate change is essential. Lastly, avoidance of climate change
curriculum which is tokenistic in content has to be a pre-requisite. The researcher
recommends for the encouragement of the climate-resilient generation within the
youths. Furthermore, the researcher recommends for the embracing of inclusivity
in climate change management