Fostering global citizenship through climate change education: an evaluation of the Grade R South African curriculum in KwaZulu-Natal

Abstract

This study addresses the critical gap in climate change education within South African early childhood curricula. Amid escalating environmental threats such as the 2022 KwaZulu-Natal floods. Guided by an integrated conceptual framework combining Climate Change Education, Global Citizenship Education and Early Childhood Education and theoretically grounded in Behaviourism and Ecological Systems, the study adopts a qualitative design using document analysis of the Grade R CAPS documents and semi-structured interviews with Grade R practicing teachers. Data were analysed using a thematic analysis approach. Findings indicate that climate change is not explicitly represented in the CAPS curriculum but is implicitly embedded across subjects; teachers rely on experiential and play-based strategies and implementation is constrained by limited teacher training, resources and curriculum guidance. Despite these constraints, young children demonstrate strong curiosity and the capacity to engage with sustainability concepts through experiential and play-based learning. These findings underscore the importance of early intervention and the need for stronger curriculum integration, teacher preparation and policy support.