UNDERSTANDING EARLY CHILDHOOD EDUCATORS' PERSPECTIVES ON CLIMATE CHANGE EDUCATION CASE STUDY FROM KARACHI, PAKISTAN

Abstract

Preschool education is pivotal in shaping early development and environmental awareness. This study focuses on how preschool teachers in Karachi, Pakistan, discuss climate change, particularly analyzing their use of language and concepts which significantly influence young students' understanding of environmental issues. As Pakistan faces severe climate impacts, the need for robust climate change education is emphasized across all educational levels, with preschool teachers playing a critical role in introducing complex environmental realities to young minds. Employing a qualitative approach through focus groups with 45 educators across five schools, this research explores the terminologies and pedagogical methods used in climate discussions, uncovering challenges such as resource inadequacy and insufficient training. Findings reveal a significant emphasis on the direct effects of climate change, like extreme weather and biodiversity loss, and highlight the necessity of integrating scientific facts with emotional engagement and future-oriented thinking in teaching practices. The study illustrates that the language used by educators can profoundly affect children’s engagement and understanding of climate issues, advocating for educational strategies that enhance both cognitive and emotional aspects of learning to prepare a proactive and informed generation ready to tackle environmental challenges. This integrated approach aims to foster not only knowledge but also a deep-rooted environmental consciousness and responsibility among young learners, positioning early childhood education as a crucial platform for combating global climate change.