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Malawi’s curricula prioritize Western agricultural models over Indigenous knowledge, producing fragmented implementation driven by teacher training gaps, resource shortages, and a disconnect between students’ climate awareness and actionable engagement. Findings show increased climate awareness and practical skills, but constrained effectiveness from limited teacher preparedness, curricular misalignment, and systemic resource limits. 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Malawi’s curricula prioritize Western agricultural models over Indigenous knowledge, resulting in fragmented implementation due to teacher training gaps, resource shortages, and a stark divide between students’ climate knowledge and actionable engagement. While the 1.5 MAX initiative enhances climate awareness and practical skills through interactive methods, its effectiveness is constrained by limited teacher preparedness, curricular misalignment, and systemic resource limitations. The research highlights the importance of integrating Indigenous knowledge and adapting content to local contexts for greater relevance andeffectiveness. By applying a decolonial lens, this research critiques the dominance of Western epistemologies in global educational initiatives and advocates for the co-creation of knowledge that centers local agency and context-specific solutions. While demonstrating the potential of international educational initiatives to complement local curricula, the study underscores the need for sustainable support systems and expanded teacher training. Future research should assess the long-term impacts of such interventions and explore strategies for aligning global practices with local needs, while dismantling colonial legacies to foster a more equitable and inclusive educational landscape.  \nKeywords: Climate change education, Education for sustainable development, decolonial framework, Malawi, 1.5 MAX initiative, teaching and learning support.  \nIntroduction  \nClimate change is one of humanity's most pressing challenges, spanning across ecological, economic, political, and social scales (Anderson, 2012; Gardiner, 2011) . These impacts are acute in Malawi, a landlocked country in southeastern Africa whose vulnerability stems from its heavy reliance on rain-fed agriculture and systemic limitations in adaptive capacity (Ziervogel et al., 2014) . Ranked among the five countries most affected by climate change in East Africa (World Bank Group,  \n2022), Malawi contends with recurrent climate-driven disasters—including floods,© 2025, Chen & Das. CC BY 4.0  . Current Issues in Comparative Education 27(1), 124-152.  \nChen & Das  \ndroughts, and tropical storms—that destabilize livelihoods, displace communities, and strain an already fragile economy. Over 80 percent of the population depends on subsistence agriculture compounding this vulnerability, and leaving food security and household incomes acutely exposed to erratic weather patterns (Nangoma, 2007) . Prolonged droughts devastate maize crops, which are a vital economic and food resource in Malawi (World Food Programme, 2024) . Deforestation exacerbates climatic challenges, as 95 percent of households depend on wood or charcoal for fuel (World Bank, 2022) .  \nAddressing climate change-induced disruption requires technological and financial solutions as well asstructural, cultural, and behavioral reforms (Hoffman, 2010; Liverani, 2009) . Education plays a critical role in fostering these changes (Wals & Benavot, 2017) . The United Nations (UN)' Sustainable Development Goal (SDG) 13 (Climate Action) underscores education's importance in mitigating climate change impacts, fostering adaptability, and promoting sustainable development (UN, 2015) . The United Nations Educational, Scientific and Cultural Organization (UNESCO)(2022) highlights that climate change education (CCE) can enhance individual and community resilienc","cbCaikj7DX9aYZj3","https://ap.wps.com/l/cbCaikj7DX9aYZj3","pdf",679996,29,"English","# Introduction\n# CCE in Malawi\n# 1.5 MAX Initiative in Malawi\n# Research Framework and Approach\n# Findings: Impact on Teaching and Learning\n# Discussion and Implications\n# Conclusion and Future Research","[{\"question\":\"What is the focus of the study on Malawi’s climate change education?\",\"answer\":\"The study evaluates the impact of the 1.5 MAX initiative on Climate Change Education in Malawian secondary schools, using Education for Sustainable Development and decolonial theory.\"},{\"question\":\"Why is climate change education implementation in Malawi often fragmented?\",\"answer\":\"Implementation is fragmented due to teacher training gaps, resource shortages, and curricular misalignment that leaves students with climate knowledge but limited actionable engagement.\"},{\"question\":\"What improvements does the 1.5 MAX initiative bring according to the study?\",\"answer\":\"It enhances climate awareness and practical skills through interactive in-class and online methods, where students identify local climate challenges and present solutions for evaluation and guidance by global teams.\"}]","Current Issues in Comparative Education (CICE) - Volume 27 - Issue 1 - Special Issue 2025 - Evaluation of the Impact of the 1.5 MAX Initiative on Climate Change Education (CCE) in Malawi Secondary Schools | PDF",1792090755,73]