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All Journal International Journal of Environmental, Sustainability, and Social Science
Xolani KHALO
University of Fort Hare, South Africa
Economics, Econometrics & Finance Environmental Science Social Sciences

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Implementation of Teacher Development Program for Integrating Climate Change Education: Natural Sciences Teachers View Kayode OLAWUMI; Mzuyanda Percival MAVUSO; Xolani KHALO; Babalwa KAFU-QUVANE; Busiswa MZILIKAZI
International Journal of Environmental, Sustainability, and Social Science Vol. 4 No. 3 (2023): International Journal of Environmental, Sustainability, and Social Science (May
Publisher : Indonesia Strategic Sustainability

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38142/ijesss.v4i3.534

Abstract

The devastating effect of climate change (CC) on the environment all over the world has been a worrisome phenomenon. The effort by the government and other stakeholders at integrating climate change education (CCE) into the school curriculum in South Africa has not yielded the desired result because of the lack of teacher professional training programs for teaching CCE in the classroom. Using the pedagogical content knowledge (PCK) theory as lenses, this qualitative study investigated the implementation of the in-service teacher development programs and their role in enhancing the integration of CCE in Natural Sciences lessons. Five secondary schools out of twenty schools that participated in the in-service teacher training program conducted by one higher education institution (HEI) were purposely selected. Data for this study were generated through one-on-one semi-structured interviews conducted with four participating Natural Sciences teachers at the selected schools. It emerged from the data that the implementation of in-service teacher development programs helped Natural Sciences teachers to integrate CCE into their lessons. The data also revealed that Natural Sciences teachers’ content and pedagogical content knowledge on CC was lacking thus they were not adequately integrating CCE in their lessons. The study concludes that the teacher training programs are responsible for teacher improved pedagogical practice of Natural Sciences teachers in the classroom and the integration of CCE. The paper, therefore, recommends that teacher professional development programs on CCE for Natural Sciences teachers be organized on a continuous basis.
Extreme Temperature Variability in the Southeastern United States: Trends in Mississippi State Benjamin DAMOAH; Xolani KHALO
International Journal of Environmental, Sustainability, and Social Science Vol. 5 No. 6 (2024): International Journal of Environmental, Sustainability, and Social Science (Nov
Publisher : PT Keberlanjutan Strategis Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38142/ijesss.v5i6.1270

Abstract

Over the past century, Mississippi has experienced significant increases in average temperatures, contributing to a variety of environmental and socioeconomic challenges. Changing precipitation patterns, including more frequent and severe droughts, threaten the state’s agriculture and water resources. At the same time, increasingly intense storms and floods pose risks to infrastructure and human safety. This paper explores evolving climate patterns in Mississippi, focusing on increasing temperatures, changing precipitation patterns, and the increasing frequency of extreme weather events, and examines the broader implications of these extreme temperature trends for Mississippi’s economy, health, and livelihoods. Trend analysis shows that Mississippi experiences year-round precipitation, hot summers, and relatively mild winters. The warm waters of the Gulf of Mexico serve as a major source of moisture and help moderate temperatures along the Mississippi coast, which impacts tourism and agricultural productivity. Over the past thirty years, the average annual precipitation in Mississippi has been 58.9 inches, with the northern region receiving about 50 inches and the coastal region nearly 65 inches. The state’s average temperature is extremely high, with a record low of 53°F and a record high of 75.3°F. This paper offers valuable insights into how Mississippi can adapt to a warming climate while protecting its natural resources and communities. The analysis highlights the need for stronger climate adaptation strategies and policy interventions to mitigate these impacts, with a focus on sustainable land and water management practices. This paper provides valuable insights for policymakers, environmental scientists, and stakeholders seeking to address the state’s climate challenges.
Co-Authors Babalwa KAFU-QUVANE Benjamin DAMOAH Busiswa MZILIKAZI Kayode OLAWUMI Mzuyanda Percival MAVUSO