Education for climate resilience and disaster risk reduction in Somalia

Purpose Somalia faces recurrent climate shocks that disrupt education and deepen vulnerability, despite the country's minimal contribution to global emissions. This study examines how education is positioned as a mechanism for climate resilience and disaster risk reduction (DRR) within Somalia's national planning architecture. Design/methodology/approach Using qualitative document analysis, the study examines three Somali policy documents, the National Transformation Plan (NTP 2025–2029), the Nationally Determined Contribution (NDC 3.0), and the National Adaptation Plan (NAP 2026–2030), through three global analytical frameworks: UNESCO's Education for Sustainable Development, the Sendai Framework for Disaster Risk Reduction, and the Comprehensive School Safety Framework 2022–2030. The analysis (covering 2020–2025) maps policy intent, institutional arrangements, and implementation pathways across three lead institutions (Ministry of Planning, Investment and Economic Development (MoPIED), Ministry of Environment and Climate Change (MoECC), Ministry of Education, Culture and Higher Education (MoECHE)). Findings The findings show strong rhetorical alignment between education and resilience in national policies, especially in the NTP's emphasis on curriculum reform, teacher development, and links to sustainable livelihoods, and in the NAP's focus on DRR education and early warning. However, three systemic gaps persist: (1) operationalization – limited implementation frameworks, indicators, and timelines; (2) localization – weak adaptation of national directives to regional and community contexts; and (3) financing – heavy dependence on external aid that threatens continuity. To synthesize these dynamics, the paper proposes the Education–Resilience Pathways Model, which traces how inputs (curriculum reform, teacher training, coordination, and resources) translate through participatory and context-responsive processes into adaptive capacity, preparedness, and stewardship outcomes. Originality/value The study contributes a replicable approach to assessing education–climate policy coherence in fragile states and highlights actionable priorities for Somalia: inter-ministerial coordination, decentralized curriculum development, teacher professionalization in resilience pedagogy, and integration of education measures into national climate finance. Limitations include reliance on documents; future work should add field cases, interviews, and measurable indicators to track impact.