Climate change poses a serious threat to the ocean on which the Seychelles economy depends for resources and services. To address this concern, the Seychelles National Climate Change Response Strategy recommends education about climate change in all levels of the education system to nurture young people with the capacity to address climate change impacts. This quantitative, descriptive, cross-sectional survey measures the level of climate change science literacy among teachers in Seychelles on a five-point summated scale (Extremely Low, Low, Medium, High, and Extremely High). Data was collected with a 15-item Climate Change Science Literacy Questionnaire (CCSLQ) from 572 participants representing 42.62% of the population of teachers in public schools at the time of the survey. Ethical considerations relating to access, informed consent, anonymity, and confidentiality were fulfilled. Collected data was analysed statistically with descriptive techniques (percentage, means, standard error of measurement and confidence interval) and inferential technique with the Fisher’s Exact Chi-Square test. Statistical operation was performed with the Statistical Package for the Social Science (SPSS). Results indicate that the majority of the participants (37.4%, n=214) have medium literacy regarding climate change science with misconceptions on all three domains of climate change science: causes, impacts, and solutions. Educational interventions to enhance teachers’ knowledge and understanding of climate change are recommended; otherwise the teachers will transfer inaccurate concepts to the learners. Without young Seychellois with the capacity to take action on climate change, it may be wearisome for Seychelles to achieve a smooth transition to a blue economy.


Climate change science literacy, Teachers, Blue economy,


Metrics Loading ...


  1. The Royal Society. 2019. Climate change: evidence and causes. Available at: https://royalsociety.org/topics-policy/projects/climate-change-evidence-causes/
  2. Intergovernmental Panel on Climate Change, 2018. Special Report: Global Warming of 1.5 ºc. Available at: https://www.ipcc.ch/sr15/
  3. Natural Resources Defense Council. 2019, Are the Effects of Global Warming Really that Bad? Available at: https://www.nrdc.org/stories/are-effects-global-warming-really-bad.
  4. United Nations Development Programme. 2019. Small Island nations at the frontline of climate action. Available at: http://www.undp.org/content/undp/en/home/presscenter/pressreleases/2017/09/18/small-island-nations-at-the-frontline-of-climate-action-.html
  5. I. Kelman, Islandness within climate change narratives of Small Island Developing States (SIDS). Island Studies Journal, 13 (2018) 149-166.
  6. C. Betzold, Adapting to climate change in small island developing states. Climatic Change, 133 (2015) 1-9.
  7. United Nations, 2017. The Sustainable Development Goals Report 2017. New York: United Nations. Available at: https://sdgactioncampaign.org/wp-content/uploads/2017/07/TheSustainableDevelopmentGoalsReport2017.pdf
  8. United States Environmental Protection Agency. 2017. Effects of Ocean and Coastal Acidification on Marine Life. Available at: https://www.epa.gov/ocean-acidification/effects-ocean-and-coastal-acidification-marine-life
  9. A.J. Berry, Sustainable resource use and the problem of declining shoreline resilience to sea level rise: a Seychelles case study, Island Studies (2015) 20-26.
  10. United Nations, 2012. Why value the oceans. A discussion Paper. Available at: http://www.teebweb.org/media/2013/10/2013-Why-Value-the-Oceans-Discussion-Paper.pdf
  11. Economic Commission for Africa, 2018, Country Profile 2017: Seychelles. Addis Ababa, Ethiopia. Economic Commission for Africa. In: http://www.uneca.org/sites/default/files/uploaded-douments/CountryProfiles/2018/Seychelles_cp_2017_en.pdf
  12. Organisation for Economic Co-operation and Development, 2018, The Ocean Economy in 2030. Available at: http://www.oecd.org/environment/the-ocean-economy-in-2030-9789264251724-en.htm
  13. A. Bari, Our Oceans and the Blue Economy: Opportunities and Challenges, Procedia Engineering, 194 (2017) 5-11.
  14. Commonwealth Secretariat, 2016, The Blue Economy and Small States Commonwealth Blue Economy Series, No. 1. London: Commonwealth Secretariat. Available at: http://www.cpahq.org/cpahq/Cpadocs/The%20Blue%20Economy%20and%20Small%20States.pdf
  15. United Nations, 2017. The Sustainable Development Goals Report 2017. New York: United Nations. Available at: https://sdgactioncampaign.org/wp-content/uploads/2017/07/TheSustainableDevelopmentGoalsReport2017.pdf
  16. United Nations, 2014. The Oceans Economy: Opportunities and Challenges for Small Island Developing States. Available at: https://unctad.org/en/PublicationsLibrary/ditcted2014d5_en.pdf
  17. L. Greenhill, A. Hughes, J.G. Day, M. S. Stanley, Developing Knowledge to Transition to a Blue Economy: A Strategic Approach. Island Studies (2015) 6-10.
  18. Government of Seychelles, 2016, Seychelles Climate Change Strategy and Priorities. Available at: http://commissionoceanindien.org/fileadmin/resources/Acclimate/09Seychelles_COI_GCF%202016.pdf
  19. United Nations Educational, Scientific and Cultural Organisation, 2018. Global Action Programme on Education for Sustainable Development. Available at: https://en.unesco.org/gap/priority-action-areas. Accessed 26 November 2018.
  20. R. B. Stevenson, J. Nicholls, H. L. Whitehouse, What Is Climate Change Education? Curriculum Perspectives, 37 (2017) 1-5.
  21. H. Boon, Teachers and the communication of climate change science: a critical partnership in Australia. Procedia - Social and Behavioral Sciences, 116 (2014) 1006–1010.
  22. A. Anderson, Climate Change Education for Mitigation and Adaptation. Journal of Education for Sustainable Development. 6 (2012) 191-206.
  23. B.C. Herman, A. Feldman, V. Vernaza-Hernandez, Florida and Puerto Rico Secondary Science Teachers’ Knowledge and Teaching of Climate Change Science. International Journal of Science and Mathematics Education, 15 (2017) 451-471.
  24. E. Plutzer, M. McCaffrey, A. L. Hannah, J. Rosenau, M. Berbeco, A. H. Reid, 2016. Climate confusion among U.S teachers, Science, 351 (6274) 664-665.
  25. S. S. Hegde, N . S. Murthy, C. N Shalini, K. R. Sandeep, Awareness of global warming among school teachers in coastal Karnataka, Indian Journal of Preventive and Social Medicine, 43 (2012) 383-388.
  26. H. Boon, Climate change? Who knows? A comparison of secondary students and pre-service teachers. Australian Journal of Teacher Education, 35 (2010) 104-120.
  27. A. E. Bozdoğan, A Collection of Studies Conducted in Education about ‘Global Warming’ Problem. Educational Sciences: Theory and Practice, 11 (2011) 1618–1624.
  28. National Academy of Sciences, 2019, Misconceptions as Barriers to Understanding Science, Available at: https://www.nap.edu/read/5287/chapter/5
  29. A. Josh, S. Kale, S. Chandel, D. K. Pal, Likert Scale: Explored and Explained. British Journal of Applied Science & Technology, 7 (2015) 398-403.
  30. M. A. Ochieng, J. Koske, The level of climate change awareness and perception among primary school teachers in Kisumu municipality, Kenya. International Journal of Humanities and Social Science, 3 (2013) 174-179.
  31. R. Anyanwu, L. Le Grange, P. Beets, Climate change science literacy of Geography teachers in the Western Cape Province, South Africa. South African Journal of Education, 35 (2015) 1-9.
  32. A. Ambusaidi, E. Boyes, M. Stanisstreet, N. Taylor, Omani pre-service science teachers’ views about global warming: Beliefs about action and willingness to act. International Journal of Environment & Science Education, 7 (2012) 233-251.
  33. R. N. Anyanwu, L. Le Grange, The nature of climate science:Challenges for the development of climate change science literacy in education. Africa International Journal of Multidisciplinary Research, 2 (2018) 24-34.
  34. R. Johns, Likert Items and Scales. Survey Question Bank: Methods Fact Sheet 1 (March 2010). Available at: https://ukdataservice.ac.uk/media/262829/discover_likertfactsheet.pdf
  35. Ministry of Education, 2019. Schools. Mont Fleuri, Seychelles: Ministry of Education. Available at: www.education.gov.sc/pages/school/aspx. Accessed 31/1/2019
  36. Government of Seychelles, 2013. The Seychelles National Curriculum Framework. Ministry of Education: Mont Fleuri, Mahe.
  37. T. Mathiyazhagan, D. Nandan, 2010, Survey research method. Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=
  38. R. R. Rindfuss, M. K. Choe, N. O. Tsuya, L. L. Bumpass, E. Tamaki, Do low survey response rates bias results? Evidence from Japan. Demographic Research, 32 (2015) 798-827.
  39. M. H. Alvi, 2016, A Manual for Selecting Sampling Techniques in Research. Available at: https://mpra.ub.uni-muenchen.de/70218/1/MPRA_paper_70218.pdf
  40. R. N. Anyanwu, 2015. An assessment of climate change literacy and climate change pedagogical literacy of Geography teachers in the Western Cape, South Africa. PhD Dissertation. Stellenbosch University, South Africa. Available at: scholar.sun.ac.za/handle/10019.1/96831
  41. J. M. Gran, 2011. Analyzing tables Chi-squared, Exact and Monte Carlo tests. Available at: http://folk.uio.no/jonmic/Statkurs/12%20-%20Table%20analysis.pdf