Health Impacts of Climate Change: Secondary School Teachers’ Beliefs and Their Understanding and Teaching Practices in Karachi, Pakistan

Abstract

Objective:

The objective of this cross-sectional study was to investigate the understanding, attitudes, and teaching practices of secondary school teachers in Karachi, Pakistan, regarding global climate change.

Methods:

A representative sample of 603 teachers was selected using a multistage sampling strategy. Data were collected through a standardized questionnaire administered by trained enumerators. The questionnaire assessed teachers' understanding of climate change, perceptions of its impacts, and engagement in environmentally sustainable practices. Demographic information such as age, gender, educational qualifications, marital status, and teaching experience was also collected.

Results:

The majority of respondents were female teachers from private schools, below the age of 35, and with less than five years of teaching experience. 89% of the teachers characterized their knowledge of climate change as limited or moderate. Only 11.3% considered their understanding sufficient or comprehensive. Over 80% of the teachers could identify the primary causes of climate change. The study also found a significant awareness of climate change impacts among the teachers, including extreme weather patterns, water scarcity, increased diseases, and elevated sea levels.

Conclusion:

The findings of this study indicate a lack of comprehensive knowledge among secondary school teachers in Karachi regarding global climate change. However, there is a high level of awareness about its impacts. These results highlight the need for improved climate literacy and education among teachers, particularly in integrating climate change topics into the curriculum. Effective adaptation and mitigation strategies require a better understanding of context-specific climate challenges.