Authors : Sarah Ewokolo Esombe; Frederick Ebot Ashu; Ngemunang Agnes Ngale Lyonga

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/4a85rx7k

Scribd : https://tinyurl.com/ypenmh9f

DOI : https://doi.org/10.38124/ijisrt/26jun1720

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Climate change education (CCE) is increasingly recognized as a critical strategy for developing climate-resilient societies; however, empirical evidence on its implementation in secondary schools across sub-Saharan Africa remains limited. This study examined the extent of climate change education implementation in secondary schools in Cameroon’s South West and Littoral Regions. Guided by Transformative Learning Theory, Social Learning Theory, and Ostrom’s Institutional Analysis and Development Framework, the study employed an explanatory sequential mixed-methods design. Quantitative data were collected from 800 students across 12 government secondary schools using a structured questionnaire, while qualitative data were obtained through focus group discussions and semi-structured interviews with teachers and policymakers. Descriptive statistics, chi-square analysis, and multiple response set analysis were used to analyse quantitative data, whereas thematic analysis was applied to qualitative data.

Keywords : Climate Change Education, Curriculum Implementation, Secondary Education, Climate Literacy, Cameroon, MixedMethods Research.

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