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Abstract This study examines the intersection of climate change awareness and legal literacy consciousness among staff and students in Ghanaian senior high schools (SHS) situated in environmentally vulnerable areas. Focusing on district schools within the Central and Western regions of Ghana, where illegal mining and pollution have severely degraded ecosystems, the research explores how legal knowledge influences environmental advocacy justice. Using a qualitative paradigm, the study employs a multiple-case study design involving 30 participants, including students and staff from selected SHS in these regions. Data was collected through semi-structured interviews and focus group discussions, with thematic analysis applied to identify recurring patterns and themes. The findings reveal that while participants demonstrate a growing awareness of the impacts of climate change, their legal literacy regarding environmental rights and regulations remains limited. This gap hinders their ability to advocate for environmental justice and hold stakeholders accountable. The study underscores the need for integrating legal literacy into environmental education curricula to empower communities to combat climate change and environmental degradation. By amplifying the untold stories of these communities, this research contributes to the discourse on climate justice and the role of education in fostering sustainable environmental practices in resource-rich but vulnerable districts of Ghana.
Asaah-Junior et al. (Mon,) studied this question.
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