Assessing the Integration of Sustainable Development Goal 13(Climate Action) in Ghana’s Standards-Based Curriculum

Abstract

This study examines the extent to which Sustainable Development Goal 13 (Climate Action) is integrated into Ghana's Standards-Based Curriculum (SBC), launched in 2019. Using content analysis, the study systematically reviews curriculum documents across ten subjects to identify explicit and implicit references to SDG 13 themes, such as climate change mitigation, adaptation, and environmental resilience. The findings reveal an uneven distribution of climate action concepts, with subjects like English and Our World Our People (OWOP) showing moderate integration, while Mathematics, Computing, and History exhibit no mention of SDG 13. The study highlights the lack of intentional integration of climate action in the SBC, despite Ghana's vulnerability to climate change impacts such as rising temperatures, erratic rainfall, and coastal erosion. The results underscore the need for curriculum reform to align with global sustainability priorities and equip students with the knowledge and skills to address climate challenges. Recommendations include enhancing teacher training, incorporating SDG 13 across all subjects, and fostering interdisciplinary collaboration to promote climate action education. This study contributes to the growing body of literature on SDG integration in education systems, particularly in developing countries, and offers actionable insights for policymakers and educators in Ghana and beyond.

Keywords: Sustainable Development Goal, Standards-Based Curriculum, Ghana, Climate Action

DOI: 10.7176/JEP/16-3-03

Publication date: March 30^th 2025