NAVIGATING THE GREEN TRANSITION: ASSESSING THE ROLE OF CLIMATE CHANGE EDUCATION IN MARITIME STUDIES ON FOSTERING ENVIRONMENTAL SUSTAINABILITY

Abstract

The global maritime community is moving toward net-zero carbon emissions, and education is vital for building environmental awareness and advancing green agendas. Although climate change literacy has improved globally, a gap remains between students’ understanding of environmental science and their ability to participate in a green economy. It is also unclear whether secondary school curricula adequately equip learners with practical green skills. This study investigates the presence of “green” subjects within the secondary school curriculum and evaluates how well Climate Change Education (CCE) frameworks in Grades 11 and 12 align with the functional requirements of a sustainable green economy. Using deductive content analysis, Grade 11 and 12 lesson plans and relevant government policies are systematically reviewed to identify gaps in preparedness for sustainable workplaces. National education standards are then compared with the International Labour Organization’s Skills for the Green framework. Preliminary findings suggest that learners demonstrate an acceptable level of environmental awareness but struggle to translate sustainability principles into clear green-economy opportunities and benefits. The curriculum appears more focused on theoretical climate awareness than on socio-economic outcomes embedded in green skills. The study highlights the need for an educational shift that links STEM learning to real-world green economic participation. It concludes that policymakers should move beyond science-centric models toward an integrated approach that connects environmental stewardship with economic inclusion and employability.