Addressing Climate Change at a Much Younger Age Than just at the Decision-Making Level: Perceptions from Primary School Teachers in Fiji

Abstract

This study uses an explanatory design to investigate the role of primary education in addressing climate change in primary schools in Fiji. A self-administered questionnaire (N=30) was conducted with primary school teachers from 14 primary schools in Fiji. Using frequency analysis, all teachers perceived that addressing climate change at a much younger age is more effective than just addressing it at the decision-making level. Furthermore, a Kendall tau-b was performed, and identified a significant correlation between the primary school teachers' location and recommendations for further training on climate change (τb=.59, p<.001) and work relevance and climate evaluation (τb=.6, p<.001). The same factors (e.g. work relevancy, helping primary education adapt to climate change, etc.) were explored qualitatively using desktop review, literature search and found addressing climate change at a much younger age to be significant. These results are expected to perfect not only the role of primary education but to contribute significantly to the achievements of a climate-resilient Fiji by 2030 and beyond.