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Of the various subjects taught in Namibian schools, Geography is often perceived as one that can make a significant contribution to climate change education. Despite this, there is a dearth of research on climate change integration into the Namibian school Geography curriculum. This paper, therefore, aims to explore the integration of climate change content into the Namibian school Geography curriculum. The paper analyses the Namibian school Geography curriculum and draws on four semi-structured interviews with Geography teachers. Shulman’s concept of Pedagogical Content Knowledge was used to analyse the data. The analysis shows that climate change content is not yet fully integrated into the Namibian school Geography curriculum. Elements of climate change are integrated in the Geography curriculum; however the teachers experience conceptual challenges in integrating this content in their teaching. This is due to their lack of pedagogical content knowledge, lack of professional development support and inadequate quality teaching resources on climate change. The paper recommends more coverage of climate change concepts into the Geography curriculum and professional development for teachers on climate change education. This has the potential to provide secondary school learners with the knowledge on climate change which can help mitigate the impacts of climate change in Namibia.
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