Explore Perceived Climate Change Effect on Secondary Education in Shangombo District, Western Province, Zambia: A Hermeneutics Approach

This study explores the perceived effects of climate change on secondary education in Shangombo District, Western Province, Zambia, using a hermeneutics approach. The purpose was to understand how educators, students, and community members interpret and respond to the challenges posed by climate variability on schooling. The study employed a qualitative methodology, collecting data through in-depth interviews and focus group discussions with 24 participants, including teachers, pupils, and local leaders. The hermeneutic lens enabled a deeper interpretation of lived experiences and contextual narratives. Findings revealed that erratic rainfall, high temperatures, and frequent flooding have disrupted the school calendar, reduced student attendance, and strained infrastructure and resources. In some cases, pupils dropped out to support family livelihoods affected by climate-induced hardships. The study concluded that climate change poses a significant threat to educational continuity and quality in the region. The implications highlight the urgent need for integrating climate resilience strategies within educational planning and infrastructure development. It is recommended that the Ministry of Education, in collaboration with climate experts, establish school-based adaptation programs and community awareness campaigns to mitigate the adverse impacts. The findings contribute to policy discourse on education and climate change in Zambia’s rural contexts.