Addressing climate change at a much younger age than just at the decision-making level: Perceptions from primary school teachers in Fiji

Hausia Havea, P, Tamani, A., Takinana, A., N’ Yeurt, A., Hemstock, S.L. and Jacot Des Combes, H. (2019) Addressing climate change at a much younger age than just at the decision-making level: Perceptions from primary school teachers in Fiji. In: Climate Change and the Role of Education. Springer International Publishing, Switzerland, pp. 149-167. ISBN 9783030328979

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Abstract

This study uses an explanatory design to investigate the role of primary education in addressing climate change in primary schools in Fiji. A self-administered questionnaire (N=30) was conducted with primary school teachers from 14 primary schools in Fiji. Using frequency analysis, all teachers perceived that addressing climate change at a much younger age is more effective than just addressing it at the decision-making level. Furthermore, a Kendall tau-b was performed, and identified a significant correlation between the primary school teachers’ location and recommendations for further training on climate change (τb=.59, p<.001) and work relevance and climate evaluation (τb=.6, p<.001). The same factors (e.g. work relevancy, helping primary education adapt to climate change, etc.) were explored qualitatively using desktop review, literature search and found addressing climate change at a much younger age to be significant. These results are expected to perfect not only the role of primary education but to contribute significantly to the achievements of a climate-resilient Fiji by 2030 and beyond.

Item Type: Book Section
Additional Information: © 2019 Springer. This is an author-produced version of a chapter accepted for publication in Climate Change and the Role of Education. Uploaded in accordance with the publisher's self-archiving policy.
Depositing User: Dr Sarah Hemstock
Date Deposited: 21 Oct 2019 09:04
Last Modified: 29 Nov 2021 03:40
URI: https://bgro.repository.guildhe.ac.uk/id/eprint/654

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