Climate change education (CCE) is widely recognized as essential for sustainable development and resilience, yet the role of school information specialists remains underexplored. This study examines how information specialists in Omani school learning-resource centres support climate change literacy within the national context of Oman Vision 2040 and sustainability initiatives in basic education. Using a convergent mixed-methods design, it surveyed and collected open-ended responses from 22 information specialists in boys’ and girls’ schools to explore their perceptions, self-reported knowledge, practices and perceived barriers. Findings indicate strong normative support for climate change education and nuanced understandings of climate literacy as cognitive, civic and action-oriented. However, respondents report limited climate-content confidence, scarce specialized resources, minimal training and weak collaboration with teachers, which constrain implementation of participatory, media-rich activities. The study concludes that information specialists are under-utilized climate educators and offers policy, professional-development and school-level recommendations to reposition learning-resource centres as catalysts of climate-literate, resilient communities.
Hamad et al. (Fri,) studied this question.