Determinant factors influencing the effectiveness of the teaching of climate change in secondary schools in Senegal

Abstract

Education is crucial to the global effort in addressing issues related to climate change; it is thereby important to evaluate the effectiveness of its teaching. The article aims at identifying the factors influencing the efficacy of the teaching of climate change concepts in Senegalese secondary schools. A logistic regression model was used to analyse the determinant factors. The findings of the logistic regression model showed that the frequency of teaching about climate change, the teachers’ experiences, the comprehensive geography curriculum, the teachers’ knowledge of climate change, and teaching and learning about climate change resources positively and significantly influence the effectiveness of teaching about climate change concepts. The authors recommend that climate change content should be explicitly integrated into all topics from lower to upper secondary level across all grades. It also recommends that teachers both at in-service and pre-service levels should be thoroughly trained in climate change education, helped to improve their self-efficacy in climate change education, and be provided with the required resources to achieve effective teaching of the multidimensional aspects of climate change.