Evaluation of the Effectiveness of Climate Change Education (CCE) Strategies in the Zambian Education Sector: A Case of Selected Public Secondary Schools in Lusaka District

This study evaluated the effectiveness of climate change education (CCE) strategies in selected public secondary schools in Lusaka District, Zambia. Using a qualitative exploratory design, data were collected through interviews, focus group discussions, and document analysis involving students, teachers, headteachers, and education officials. The findings revealed that although climate change themes are integrated into the school curriculum, coverage is fragmented and often theoretical, with limited opportunities for practical engagement. Teacher preparedness was found to be inadequate, with many educators lacking specialised training and relying heavily on NGOs for supplementary support. Despite growing interest among learners, participation opportunities remain scarce due to weak institutional frameworks, poor policy implementation, and insufficient resources. The study concludes that while Zambia has laid a policy foundation for CCE, effective delivery requires enhanced teacher training, curriculum reform, resource provision, and stronger collaboration between schools, government, and NGOs to foster climate literacy and resilience among students