CLIMATE CHANGE AND PUBLIC HEALTH EDUCATION IN PAKISTAN: EXAMINING THE CONTRIBUTION OF TEACHER EDUCATION TO AWARENESS, ADAPTATION, AND RESILIENCE

Abstract

Pakistan stands at the crossroads of two converging crises: a deepening climate crisis and a chronically under-resourced public health system. The health burden continues to grow on Pakistani communities, particularly in the ecologically fragile province of Sindh, as extreme weather events become more frequent and severe. Vector-borne diseases, heat-related illness, waterborne infections, respiratory disorders and climate-induced psychological distress are increasing, but institutional responses remain reactive rather than preventive. This study investigates the under-utilized potential of teacher education as a proactive mechanism for climate-health awareness and community-level resilience building in Sindh, Pakistan. A qualitative phenomenological design was employed and eight purposively selected educators from four districts of Sindh Province were interviewed using a semi-structured interview approach. Thematic analysis identified a key structural gap: teachers lack the climate-health literacy, institutional mandate, and pedagogical tools needed to translate personal awareness into effective community education. Informed by the Social-Ecological Systems (SES) framework and Paulo Freire's transformative pedagogy, this paper argues that repositioning teacher education as a pillar of climate-health governance is both feasible and urgently necessary. Evidence-based policy recommendations are advanced for curriculum reform, professional development, and interdepartmental collaboration.