| dc.description.abstract | The 21st-century schools should create graduates who are deeply connected, responsible, and knowledgeable on climate matters. Whereas the United Nations’ Sustainable Development Goals (SDGs) intend to limit climate change, the role of children in achieving the desired outcome remains indeterminate. Children ought to understand how nature works as a system. Embedding eco-literacy in the educational framework cultivates a generation of people who appreciate how nature works. It also equips learners with relevant knowledge, skills, attitudes and values that sustainably care for our planet. The Kenyan government has been implementing a policy of free and compulsory basic education for all children guided by the principle of universal access to education for every child, as enshrined in article 53, 1(b) of the Constitution of Kenya of 2010. The policy creates an opportunity for every child in Kenya to be eco-literate. The study aimed to examine the curriculum designs for pre-primary and lower primary Education in Kenya to promote ecological and environmental literacy. Therefore, this paper discusses the role of eco-literacy in nurturing the young generation towards climate action. It underpins the role of children by evaluating numerous learning areas in the environment entrenched in the curriculum designs. A descriptive design was employed in the study. The study relied heavily on the curriculum designs for pre-primary and lower primary schools available on the Kenya Institute of Curriculum Development’s website. The paper concludes that creating an eco-literate young generation through the school curriculum is the most potent and sustainable way of mitigating the impact of climate change, now and in the future. In addition, curriculum designs have greatly promoted eco-literacy among children in Kenya. | en_US |
