Monitoring and Evaluating Climate Change Education in Egypt: Addressing Challenges

Ghorab, Sahar Mohamed Ibrahim Ghorab; Albagoury, Samar H.; Al- Metwaly, Wael M.; Hathout, Heba, M.R.; AbdelMaksoud, Kholoud M.

doi:10.21608/jarts.2025.435126

Monitoring and Evaluating Climate Change Education in Egypt: Addressing Challenges

Document Type : Original Article

Authors

¹ Anthropology department, Faculty of African Postgraduate Studies, Cairo University, Cairo- Giza, Egypt

² Economic department, Faculty of African Postgraduate Studies, Cairo University, Cairo- Giza & Egypt

³ Geography and GIS department, Faculty of African Postgraduate Studies, Cairo University, Cairo- Giza, Egypt

⁴ Natural Resources department, Faculty of African Postgraduate Studies, Cairo University, Cairo- Giza, Egypt

⁵ Faculty of African postgraduate studies, Natural resources department, Giza, Cairo, Egypt

10.21608/jarts.2025.435126

Abstract

Climate change education has become a crucial element of Egypt’s endeavors to address the multifaceted challenges of climate change. However, efforts to monitor and evaluate the effectiveness of these educational initiatives face significant challenges, hindering the ability to assess their impact and make necessary improvements. This paper investigates the current state of climate change education monitoring in Egypt by assessing the current status of climate change education through the use of an online questionnaire and conducting interviews to measure awareness, attitudes, and perceptions. In addition, it identifies significant obstacles and suggests strategies to improve its effectiveness. A statistical analysis was conducted, and the spatial distribution of the questionnaire sample was plotted. The results suggest several practical suggestions that could be implemented to improve climate change education in Egypt. We propose that organizing school-based workshops, where experts are hired to train teachers on effectively delivering the concepts of climate change to students, would be a practical approach to fulfill the mutual interest of both teachers and students to learn more about climate change. This paper serves as a means to assess the level of education quality, a component of the seventh objective of the Fourth Sustainable Development Goals. Quality education is defined as ‘global citizenship education for sustainable development, with climate change as one of the most critical global concerns.

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