Karachi stands at the centre of the climate crisis. Rising temperatures, devastating urban flooding, water scarcity, and environmental pollution are no longer distant threats; they are part of everyday life for thousands of school-going children (World Bank, 2024) . Yet the question that inspired my research is both simple and urgent: Are our schools preparing young learners to understand and respond to this changing climate reality?
I examined how climate resilience education and place-based learning are positioned within Karachi’s primary education system, focusing particularly on whether school curricula, teachers, and classroom practices truly support students in becoming climate-aware, empowered, and action-ready citizens. The study looked closely at how well educational content aligns with global frameworks such as UNESCO’s Greening Curriculum Guidance 2024, Education for Sustainable Development (ESD 2030), and the Sustainable Development Goals related to climate education(UNESCO, 2024; United Nations, 2023).
Primary school Social Studies textbooks were analysed to see how climate concepts are framed and whether they encourage knowledge, skills, values, and real-world application.This analysis was done against UNESCO’s four Greening Curriculum benchmarks: Knowledge & Understanding, Skills & Action Competence, Values & Attitudes, and Local Relevance & Context. A teacher survey with 150 respondents measured climate literacy, pedagogical confidence, and readiness, adapted from validated instruments such as the Environmental Education Teaching Efficacy Belief Instrument and Bandura’s Teacher Self-Efficacy framework. This was complemented with classroom observations and teacher interviews to move beyond written curriculum and explore what truly happens in teaching spaces. Environmental literacy and place-based education rubrics were also used to evaluate the quality of learning opportunities students receive.
The findings were both revealing and deeply meaningful. The curriculum does talk about climate change and environmental issues, but mostly at the level of awareness rather than action. Students are taught what climate change is, but rarely how to respond, think critically, or participate in problem-solving. Local realities receive very little attention, even though Karachi faces severe climate challenges every day. The city’s heatwaves, flooding, water contamination, and urban environmental problems are barely reflected in learning materials, making climate education disconnected from children’s lived experiences. One of the most powerful insights of the study is the role of teachers. Those with higher confidence and training were far more likely to use creative teaching approaches, link lessons with real community experiences, and encourage students to think about climate resilience in meaningful ways. Simply put, empowered teachers help build empowered students.
What makes this research important is that it goes beyond identifying gaps and offers a way forward. Through my thesis, I proposed a practical curriculum audit framework, introduced strategies for experiential and community-connected learning, and recommended teacher training approaches tailored to real classroom realities. It called for education that is not only informative, but transformative, justice-oriented, and relevant to children’s everyday environments.
Karachi’s future depends on how well we prepare young learners today. If education truly reflects climate realities, supports teachers, and connects learning with community life, classrooms can become powerful spaces of resilience, leadership, and hope. This research is more than an academic exercise; it is a contribution to Pakistan’s journey toward climate-smart education and a reminder that awareness alone is not enough, our children deserve the skills, confidence, and agency to help shape a sustainable future.