ASSESSING GREENHUBAFRICA’S CLIMATE CHANGE ADVOCACY THROUGH PARTICIPATORY LEARNING AND ACTION IN SELECTED PRIMARY SCHOOLS IN JOS SOUTH LOCAL GOVERNMENT AREA, PLATEAU STATE
Keywords:
Climate change advocacy, climate literacy, early learners, environmental communication, participatory learning, and actionAbstract
Climate trends and their associated impacts continue to pose significant global challenges, necessitating a fundamental transformation in how environmental risks are communicated. Participatory Learning and Action (PLA), an experiential approach emphasising active learner engagement, is critical for disseminating climate knowledge to early learners. This study assesses GreenHubAfrica’s climate advocacy through PLA in primary schools in Jos South, Plateau State. PLA enables children’s direct participation in knowledge creation and environmental problem-solving. Guided by Participatory Communication Theory, the study employed a mixed-methods design. It used Yamane’s formula to determine a sample size of 324 respondents, including teachers, children, and staff of the Plateau State Universal Basic Education Board and GreenHubAfrica. The results indicate that the PLA model effectively shifted pupils and teachers from passive recipients to active participants in climate solutions. Notably, the PLA's participatory approach contributed to increased recycling behaviors and a deeper understanding of climate causality. The study concludes that PLA is an essential communication tool for fostering an informed and engaged populace. It is recommended that the Plateau State Primary Education Board and non-governmental organizations institutionalize this participatory approach to broaden climate change awareness within school communities.References
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