Background to the study
Climate change, driven by anthropogenic activities, has evolved into a defining crisis of the 21st century, with profound implications for ecosystems, economies and societies globally (Harris et al., Reference Harris, Jones, Osborn and Lister2014; Jukes, Reference Jukes2024; Tutu, Reference Tutu, Kagawa and Selby2010). The combustion of fossil fuels, deforestation and unsustainable land use practices have significantly altered Earth’s climate systems, manifesting in rising temperatures, biodiversity loss and extreme weather events (Akakpo et al., Reference Akakpo, Bokpin and Hagan2024; Johnson et al., Reference Johnson, Marston, Happle and Majid2025; Trott et al., Reference Trott, Reimer-Watts, Riemer, Kagan, Lawthom, Richards, Alfaro, Zambrano and Akhurst2022). These changes disproportionately affect vulnerable regions, particularly in the Minority Worlds, where communities often rely on natural resources for subsistence yet lack the infrastructure to mitigate environmental shocks (Food and Agriculture Organization, 2017; Trott et al., Reference Trott, Lam, Roncker, Gray, Courtney and Even2023).
Ghana, a resource-rich nation in West Africa, epitomizes this paradox. National parks and river basins in the Central and Western regions of Ghana have become epicentres of environmental crisis. Towns in these areas illustrate the devastating consequences of unchecked illegal mining and deforestation, which have contaminated water sources, eroded arable land and disrupted biodiversity (Akua, Reference Akua2024; Semenova, Reference Semenova2018). Despite Ghana’s robust legal frameworks, including the National Climate Change Policy (NCCP; Ministry of Environment, Science, Technology and Innovation, 2022) and regulations against illegal mining, enforcement remains inconsistent, perpetuating cycles of environmental injustice (Dimitriyev et al., Reference Dimitriyev, Karpenko and Dimitriyev2011; Welbeck et al., Reference Welbeck, Owusu, Bekoe and Kusi2017). Environmental degradation in these regions is not merely an ecological issue but a socio-economic and health crisis (World Health Organization [WHO], 2018). To that end, schools, as hubs of knowledge and social transformation, hold untapped potential to address this gap.
Climate change education (CCE) and legal literacy are critical yet underexplored tools for empowering youth and educators to advocate for environmental justice (Anderson, Reference Anderson2012; Flynn, Reference Flynn2022). However, existing research questions the efficacy of CCE in schools, highlighting a need for context-specific, participatory pedagogies that bridge theoretical knowledge and actionable advocacy (Asshoff et al., Reference Asshoff, Konnemann, Tramowsky and Rieß2021; Trott, Reference Trott2024). This study emerges against this backdrop, seeking to explore how legal literacy and climate consciousness among secondary school staff and students in Ghana’s climate-vulnerable regions can enhance their capacity to advocate for environmental justice.
Statement of the problem
CCE is vital for promoting sustainability and fair climate action, yet current methods often fail to connect theoretical knowledge with practical, justice-based solutions (Flynn, Reference Flynn2022; Johnson et al., Reference Johnson, Marston, Happle and Majid2025; Trott, Reference Trott2020). While aligned with global goals like the Sustainable Development Goals (SDGs), existing frameworks face criticism for being too abstract, detached from local realities and overlooking the socio-political and legal facets of environmental injustice (Bustamant et al., Reference Bustamante, Roy, Ospina, Achakulwisut, Aggarwal, Bastos, Broadgate, Canadell, Carr, Chen, Cleugh, Ebi, Edwards, Farbotko, Fernández-Martínez, Frölicher, Fuss, Geden and Zscheischler2023; World Bank, 2022). This issue is especially evident in the Majority World, particularly in Ghana, where CCE curricula focus on climate science but omit legal literacy (such as environmental laws, rights and accountability mechanisms). River basins in Ghana suffer from illegal mining and deforestation, yet students and educators lack the tools to address these problems. This gap sustains environmental harm and disempowerment, resulting in passive learners rather than active advocates. The dilemma of incorporating legal literacy and climate awareness into Ghanaian secondary education to empower students and staff in regions vulnerable to climate impacts, transforming CCE into a bridge between knowledge, legal rights and community-led environmental justice, appears not to have been given enough attention. This research examines how legal literacy (understanding environmental laws/rights) can enable Ghanaian senior high school (SHS) students and teachers in climate-affected communities to combat environmental degradation and advocate for climate justice.
Key Objectives:
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1. Assess how SHS students/teachers link legal concepts to climate change.
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2. Identify systemic barriers in Ghana’s SHS system that limit climate action.
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3. Develop actionable strategies to boost climate advocacy and legal awareness.
Research Questions
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How do SHS actors perceive legal literacy’s role in climate justice?
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Why does Ghana’s SHS framework fail to tackle local climate challenges?
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What localized strategies can strengthen climate consciousness and advocacy?
Literature review
This study is anchored in interrelated theoretical frameworks of Legal and Rights Consciousness, the interplay between legal literacy, educational systems and climate justice advocacy.
Theory of legal and rights consciousness
Rooted in socio-legal scholarship (Ewick & Silbey, Reference Ewick and Silbey1998; Marshall, Reference Marshall2005), the theory posits that individuals develop legal consciousness through everyday interactions with legal norms and institutions. Perry-Hazan and Tal-Weibel (Reference Perry-Hazan and Tal-Weibel2020) extend this to educational contexts, arguing that schools act as critical sites for fostering rights consciousness, the ability to frame personal and collective challenges in terms of rights. When schools integrate legal principles into curricula and institutional practices, students internalize the value of laws, including environmental rights, and recognize their role in holding violators accountable (Perry-Hazan, Reference Perry-Hazan2021).
In Ghanaian SHS, this theory underscores the potential of climate justice education to cultivate a “naming and blaming” ethos (Perry-Hazan, Reference Perry-Hazan2021; Esakkimuthu & Banupriya, Reference Esakkimuthu and Banupriya2023). By teaching students about Ghana’s environmental laws (e.g. the Environmental Protection Agency Act, 1994) and international treaties (e.g. the Paris Agreement), schools can empower them to identify rights violations, such as illegal mining in the river Basins. Studies in Ghana highlight that current curricula often neglect this dimension, focusing instead on abstract climate science rather than actionable legal knowledge (Ofori et al., Reference Ofori, Ameade, Ohemeng, Musah, Quartey and Owusu2023; Sarpong, Reference Sarpong2018). A rights-conscious pedagogy, however, could transform students into advocates who leverage legal frameworks to challenge environmental degradation.
Conceptual review: Legal literacy, climate justice and environmental rights
Legal literacy, traditionally defined as the understanding of legal principles and rights (Mager & Nowak, Reference Mager and Nowak2012; Savaresi & Setzer, Reference Savaresi and Setzer2021), has evolved into a critical tool for empowering marginalized groups to challenge systemic injustices. Legal literacy is conventionally framed as knowledge of laws, rights and civic responsibilities (Mamedo et al., Reference Mamedov, Vinokurova and Demidova2015; Marzooghi et al., Reference Marzooghi, Sadeghi, Mohammadi, Karimi and Mohammadzadeh2016). In schools, it often focuses on student rights, democratic participation and crime prevention (Mager & Nowak, Reference Mager and Nowak2012; Xi, Reference Xi2000). However, such definitions overlook the environmental dimensions of legal literacy, which are vital for addressing climate crises. For instance, Superfine and Thompson (Reference Superfine and Thompson2016) broaden the concept to include skills for applying legal knowledge to real-world challenges, such as advocating for environmental protection. Yet, even this expanded view fails to address how legal literacy intersects with climate justice, the equitable distribution of environmental benefits and burdens across communities (Reidel, Reference Reidel2021). Studies reveal that educators globally lack awareness of environmental laws, even when versed in general human rights (Trott, Evans & Frame Reference Trott, Evans and Frame2020; Schimmel & Militello, Reference Schimmel and Militello2007; Tie, Reference Tie2014). This gap perpetuates a cycle of legal illiteracy, where students graduate without understanding their rights to a healthy environment or the legal consequences of ecological harm (Decker, Reference Decker2014; Dunklee & Shoop, Reference Dunklee and Shoop1986).
Climate justice and environmental rights: Children’s vulnerability and activism
Climate change and environmental degradation disproportionately harm children, exacerbating vulnerabilities through extreme weather, food insecurity, pollution and heat waves, which impair physical health, mental well-being and developmental outcomes (United Nations Framework Convention on Climate Change [UNFCCC], 1992). In regions like the Majority Worlds, where legal literacy on environmental rights remains low, educational actors’ limited understanding of environmental laws perpetuates harmful behaviours such as plastic misuse, electronic waste mismanagement and unchecked pollution that degrade ecosystems and public health (Anbalagan & Shanthi, Reference Anbalagan and Shanthi2015; Baks, Reference Baks2017).
By contrast, the Minority World demonstrates how legal consciousness can empower youth engagement. In countries with robust environmental rights education, students and teachers actively participate in climate volunteerism, litigation and policy advocacy (Donger, Reference Donger2022). For instance, children constitute over 25% of plaintiffs in global climate lawsuits in the minority world since 2015, leveraging legal frameworks to demand accountability (Donger, Reference Donger2022). Landmark cases, such as Minors Oposa v. Secretary of the Department of Environmental and Natural Resources (Young & Billing, Reference Young and Billings2020), highlight the potential of legal mobilization. Here, the Supreme Court upheld children’s constitutional right to a healthy environment, halting deforestation in their communities, a precedent underscoring youth agency in climate governance.
However, systemic barriers hinder such activism in the majority world, where children often face exclusion from legal processes, are treated as “objects” rather than rights-bearing individuals and have their voices marginalized in environmental decision-making (Grover, Reference Grove2018). For example, in Ghana, where deforestation and illegal mining devastate regions like the local river basin, students’ potential to leverage laws like the Public Interest and Environmental Justice Principles (1992 Constitution) remains untapped due to gaps in legal education and representation. These disparities underscore the urgent need to integrate children’s environmental rights into education systems.
Climate change knowledge and vulnerability in Ghana: A critical overview
Ghana’s economy and livelihoods remain deeply tied to climate-sensitive sectors, with approximately 71% of the workforce engaged in agriculture, forestry and informal mining practices often linked to environmental degradation (World Bank Group, 2021b). These activities, including illegal mining (galamsey), deforestation and improper waste disposal, have accelerated biodiversity loss, ecosystem collapse and heightened vulnerability to climate risks (United Nations Education Programme-UNEP, 2020; UNFCCC, 1992; Republic of Ghana 2016). Rising temperatures, erratic rainfall and sea-level rise now threaten food security, infrastructure and energy production, disproportionately impacting rural communities (World Bank Group [WBG], 2021a). Ghana has ratified international agreements like the Paris Agreement and outlined climate resilience strategies in its Nationally Determined Contributions (2016) and Fourth National Communication to the UNFCCC (2020), focusing on sustainable land use, energy security and forest management (the Republic of Ghana, 2016). A critical gap lies in the neglect of CCE, particularly within secondary schools. While treaties and policies emphasize technical solutions, they fail to address the role of education. Schools, pivotal in shaping climate consciousness, rarely integrate practical knowledge of environmental laws or rights-based strategies into curricula, leaving students ill-equipped to challenge systemic injustices.
Research design
The study utilized a qualitative multiple-case study design (Yin, Reference Yin2018) to examine how legal literacy, defined as knowledge of environmental laws and rights, is integrated into social studies education and its connection to climate change awareness. Case studies are particularly effective for exploring complex, context-specific phenomena (Yusliza et al., Reference Yusliza, Amirudin and Rahadi2020), which makes this design ideal for comparing the unique challenges and strategies of schools across three districts affected by climate change. The qualitative approach facilitated the collection of rich, narrative data through semi-structured interviews and focus group discussions (FGDs), capturing the lived experiences of participants (Braun & Clarke, Reference Braun and Clarke2006).
Study context and participant selection
The study examined three SHS located in Ghana’s Central and Western Regions.
These schools were chosen for their proximity to ecosystems that have been severely impacted by climate change, providing a representative glimpse into the environmental challenges faced in Ghana (Stevenson, Reference Stevenson2007).
Participant selection
The study utilized a purposive sampling approach (Patton, Reference Patton2015) to recruit participants who possess firsthand knowledge of climate change impacts and legal literacy education as found in Table 1. To ensure depth and relevance, the selection process focused on three key stakeholder groups. Second- and third-year social studies students (ages 16–19) from communities significantly affected by environmental degradation were included. First-year students were excluded to concentrate on learners who had sufficient exposure to the curriculum and local environmental challenges, as recommended by Guest Knapp et al. (Reference Knapp, Benton and Monz2021).
Demographic data of participants
Additionally, experienced social studies teachers (with at least 10 years of experience) were selected through expert sampling (Coolican, Reference Coolican2019), ensuring that their pedagogical insights reflected long-term engagement with climate-related content. Other school administrators were included to provide institutional perspectives on systemic legal and educational challenges. Recruitment was facilitated by the Head of the General Arts Department in each school, who identified participants from the most environmentally vulnerable communities to align with the study’s focus on lived experiences. In terms of gender, male participants (n = 22) outnumbered female participants (n = 8), reflecting regional trends in enrolment for STEM-focused SHS programmes.
Participant demographics
Data collection
Semi-structured interviews (Patton, Reference Patton2015) were conducted with 30 participants, including students, teachers and school principals. The interview guides focused on the following topics: awareness of environmental laws, such as Ghana’s Environmental Protection Agency Act; the pedagogical integration of legal literacy in social studies; and challenges in advocating for climate justice. FGDs (Braun & Clarke, Reference Braun and Clarke2006) were held during Professional Learning Community meetings with teachers. The discussions covered topics such as curriculum gaps, strategies for teaching legal literacy and community engagement.
Data analysis
The study employed Braun and Clarke’s (Reference Braun and Clarke2006) thematic analysis framework to systematically identify patterns within qualitative data derived from interviews and FGDs. Following a verbatim transcription of the data, an inductive coding approach was adopted to generate initial codes, which were subsequently clustered into broader analytical themes. To ensure methodological rigour, member checking (Creswell & Poth, Reference Creswell and Poth2018) was conducted, allowing participants to verify the accuracy and resonance of interpretations. This approach aligned with constructivist epistemological principles, emphasizing participant-driven insights and contextually grounded interpretations of socio-legal challenges in climate governance.
Ethical considerations
Ethical approval was sought from the University of Education, Winneba, where the researcher is a PhD candidate. The participants were briefed on the study objectives and provided written consent and anonymity, and data were anonymized to protect identities (e.g. “Teacher A, Huntado SHS”).
Findings
Understanding legal literacies among SHS students
Rights vs. responsibilities
Students conceptualize legal literacies primarily in terms of constitutional rights, with limited emphasis on the corresponding responsibilities, especially to environmental protection. Thus, the participants’ understanding focused on Rights-Centric Understanding. In the case of students, they understood legal literacy based on their previous and ongoing learning in social studies and government lessons.
In corroborating, Boakye, an 18-year-old student, explained legal literacy as “the ability to understand the application of basic laws, precepts and conventions that are guaranteed in the 1992 constitution.” Thus, this student views legal literacy as when an individual recognizes how the law works and the components of the law that are safeguarded and tenable in court but does not recognize the protection of the environment. To that end, the definitions concentrated on the rights but not the responsibilities that the constitution enjoins them.
On the contrary, Kumasa, a student, tried to link legal literacies to “education on the survival of the state based on the protection of the constitution and what is therein stated, such as freedom of speech, right to be educated, and to live.” This definition, however, ignores the consequences that compromise students’ right to live and their understanding of what the state, the community and the student are to do to enhance longer life through well-preserved and environmentally friendly activities in the country. In the FGD, Serwaa’s definition of legal literacies linked the rights of individuals as dependent on the protection of the environment as “it is a form of learning that enables students to know how to vote, right to life, right to be employed and right to the genuine and adequate protection of the environment in which they live.” There is a noticeable gap in understanding the responsibilities that accompany these rights, particularly in the context of environmental sustainability and climate justice, since students’ knowledge of legal literacies is concentrated more on their rights at the expense of their responsibilities to the environment.
Teachers’ and administrators’ understanding of legal literacies
Teachers and principals understood legal literacy as a social justice phenomenon that varied based on the development of civic competencies. For instance, Kyekyeku, who is a social studies teacher with a decade of teaching experience, identified legal literacies as “education that aims to build students to appreciate their civic rights when they leave the school. Thus, legal literacy aims at training students to function well in their society through the school curriculum, but detached from the living experiences of the teachers and how such understanding could influence students to be good citizens.”
In another definition, Kankam, a teacher, explained legal literacy as “learning about rights imperative in the society which is guided by the constitution and entails people’s understanding of freedom and rights. This perspective was further strengthened during a focus group discussion where the teachers explained legal literacy from the various rights and responsibilities they inculcate in their students.” It deals with how students are taught to be conversant with the constitution, rights and freedom so that they can function as good citizens. However, being a good teacher appears to be limited to knowing students’ rights and responsibilities that have to be guaranteed through the teacher’s guidance.
Even though Maclean, a teacher in the focus group, exemplified the meaning of legal rights from what the school must put in place for teachers to give out their best, thus
Legal rights are the basic building blocks of society’s knowledge about how we can live, work, and have a dignified working environment, such as showing respect to authorities and teachers, avoiding threats and intimidation, and teachers standing up for their rights.
In contributing to the discourse, Esi, a teacher, noted:
Legal education is the type of education provided within the school environment, which forces the school actors to know what they are to do or not to do by being conversant with the various laws that govern the school and the community.
It could be inferred that teachers/principals view legal literacy as a means to build civic competencies but lack practical application to real-life issues such as climate justice, which is often limited to theoretical knowledge at the expense of “Real-World Issues” from their lived experiences and the practical challenges students face in their communities.
Unconscious source of legal knowledge
In asking participants about their knowledge of any environmental laws, policies and climate change treaties, the study found sources such as experience, practice, media portals and the internet as sources of legal literacy. Participant Blay, a student, averred:
My sources of legal literacy included reading materials on news portals and TV, such as British Broadcasting Corporation (BBC) documentaries, as sources of legal knowledge, where young people from pre-tertiary education mobilized themselves and sent a company to court for their role in environmental degradation and climate change-related activities during a BBC documentary that I watched.
Whereas, Nyantakyi, a student, noted that “anytime there is an election, the media takes time to appeal to the people to go and exercise their rights to select the person they want to lead the country.” Thus, the participants’ responses indicated that their source of information on legal justice came from an international media platform that showed how students fought for environmental rights through the court system. In contrast, Oppong, a teacher, noted:
We instill environmental justice by helping the students to be responsive to the demands of the environment, such as planting of trees, flowers, keeping the environment clean and those who go contrary to these environmental concerns are severely punished to serve as a deterrent to others.
A high school principal identifying his sources of legal information attributed it to experiences in dealing with possible conflicts in school land encroachment by galamsay activities. Bossman noted:
The land adjourning the school was nearly taken up by galamsay (illegal mining) activities, and it took the intervention of the police and our lawyers to get the parties out of the school land… they were indeed determined to take over that portion of land because they claimed the government did not pay compensation to them, but forcefully captured it from them.
From the participants, environmental rights and responsibilities came from school environmental hygiene issues, international media and school administrators’ experience with environmental cases. For instance, the statement from the principal indicated that had it not been for the fact that the school land was nearly captured by illegal miners, he wouldn’t have searched for environmental laws that made room for arrest and prosecution.
Sources of curriculum legal knowledge in Ghanaian SHS
The interviews revealed that some of the participants’ sources of legal knowledge emanated from the courses they took while in training at the university or college. To that end, they mentioned education-related courses such as management of education and principles and methods of teaching. For instance, teacher Amoako narrated:
I learned during my preservice in school management and administration topics on the rights of children to education, the Free Compulsory Universal Basic Education (FCUBE) policy in Ghana, which makes children from age 4–16 schooling compulsory from Kindergarten to JHS and that the state sanctions parents who create an educational barrier to such children.
This participant alluded that children must enjoy FCUBE, which aligns with their educational rights, and everything must be done by teachers to ensure the success of the programme.
Boanin, a student identified:
Content-based sources of legal knowledge, such as topics in social studies involving rights and responsibilities, protection of the natural and social environment and avenues that they could press to actualize their rights during periods of conflicts when their rights have been violated.
Similarly, Siedu, a student, asserted:
In social studies class, we are told to respect the rights of others in the school and the community, be responsible for the dictates of the Constitution, such as guaranteeing and ensuring environmental sustainability. Our teachers teach us to know our rights in the community and the school, and we are encouraged to participate, engage, and create harmonious relationships between us and the rights of others to avoid conflict both in the school and outside of the school.
Thus, sources of legal knowledge and climate change come from their teachers during the teaching of subjects that display citizenship and their rights, such as voting participation of the students’ rights in school. Other sources included orientations, assemblies and the invitation of the National Commission for Civic Education (NCCE) and the district court judge to the school. Kyekyeku, a principal, noted:
We have received NCCE and the court judge who has educated us on the need to know our rights and responsibilities. We have not been taken through that of climate infringement and the laws that govern such actions, so that we could be agents of change in our communities, apart from what teachers orally teach and demonstrate in the classroom.
It could be seen that there is a mismatch between students’ academic and experiential knowledge and how they can mitigate it through the use of climate justice, such as environmental laws, and their associated behaviour that could help to preserve the environment.
Meaning of climate change
The second theme that emerged from the study was climate change knowledge; however, based on the interview, two sub-themes that emerged were academic and experiential understanding of climate change.
Academic understanding of climate change
Teachers and students limited their definition of climate change to what they learned either during their preservice teacher preparation or post-teacher preparation periods. For instance, Boame, a teacher, defines “climate change as changes that emerge from the daily variation of the weather that result in effects such as global warming.” A similar view was offered by Boadu, who explained that “climate change is the swift changes of the weather conditions which create negative effects to the survival of humans.” Consequently, both teachers’ definitions and understanding align with their training, which focused on global warming as a broader term learned in their subject areas, geography and social studies.
In terms of the students’ understanding of climate change, it corroborated the thinking of their teachers. For instance, Odomankoma, who is a student, narrated, “Climate change is the swift and rampant destruction and disruption of the climate as a result of human activities that affect the survival of humans and the planet.” This student, however, understood climate change as having negative implications for human beings based on uncivilized activities against the planet.
It can be seen that the academic meaning of climate change, as discussed by the participants, appears to be linked to what they have been told during their lessons or training and not what they have felt. The distinction between students and teachers was that whereas the teacher’s explanation focused on global warming, hopefully as a result of human activities and interaction with the environment, which poses severe damage to human survival, the students’ academic explanation focused on the over-exploitation of the natural resources inherent in the environment.
Experiential understanding of climate change
Another theme that emerged from the definition of climate change was linked to the experiences of participants since they lived in a community where the signs of climate change were visible to them. The expression of experiential meaning was based on what students witnessed in the community or what their parents told them about climate-related activities. Notable among them were extreme temperatures and the frequent disruption of planting seasons as a result of unreliable rainfall patterns. For instance, Monko, a student, explained climate change as “the deviation of the climate pattern that led to disruption of farming planting season, floods and post-harvest losses.” Subsequently, Gyanin, a student, corroborated by stating that “climate change is the artificial alteration of the climate which impacts extreme weather variations in rainfall and its effect on agriculture and health.” It could be noted that these changes were artificial since it was created by humans ’ unethical behaviours towards the environment by humans.
This experiential meaning aligns with the happenings within the environment in which the participants live, where they have consciously or unconsciously felt the impact since their definition largely focused on agriculture and health. An expanded definition of climate change was presented by teacher Pawan, who emphasized that it includes “environmental changes that result from illegal mining in water bodies, burning of bushes, deforestation, illegal logging, and improper waste disposal, leading to increased heat, the spread of communicable diseases, and poor yields in both cash crops and food crops.”
These experiential definitions, coupled with participants’ understanding of legal literacies, may lead to wondering why they know and experience these challenges but have remained silent about the continuation of environmental degradation and climate change behaviour in their communities.
Barriers to legal-climate justice integration
The question of whether legal literacies in schools had impacted the climate change consciousness received various responses. The study found that factors such as educational gaps, leadership and cultural norms, institutional failures and Whitehouse syndrome were some of the factors that inhibited the integration of legal consciousness and climate in Ghanaian schools.
Educational gaps – knowledge of climate change literacies vs. practical teaching approaches
The study reported that even though some level of awareness and practice of legal literacies and climate change existed in the three schools, the mitigation strategies were challenged. For instance, participant Serwaa, a student, noted in an FGD:
Even though I have learned in school that I am entitled to certain rights in the school and outside the school, unfortunately, these rights have no link to environmental consciousness and climate justice, where I can take actions both civil and criminal against people who are involved in environmental pollution leading to climate change.
Ayipah, a student, further expressed:
Even though I know that my rights to life are threatened by the continuous destruction of the forest in my community, especially my understanding that when the last trees die, the last human dies because of the direct relationship between man and trees, my teacher has not been able link my role in protecting the environment to enjoying my fundamental human rights.
In collaborating, Ntiakoh, a teacher, averred:
We have been teaching some civic rights and responsibilities; however, there appears to be a missing link between what we teach and what happens in climate change-related activities in their communities, such as illegal mining that takes place on rivers, and the wanton destruction of the forest by illegal miners in my community makes it difficult to link the two.
The lack of knowledge about environmental laws and their consequences, as identified by the constitution, appeared to have created a challenge in integrating legal consciousness among students. Kyekyeku, a principal, narrated that “there is inadequate legal knowledge on the offences, fines and sanctions people who damage the environment must pay, so the teachers do not seem to practicalize them in their teaching for the students to understand it.”
A school teacher further commented that last year, the usual planting season for the students’ parents became a gamble, leading to food insecurities and farm losses. Their water bodies have been destroyed by the rich galamsaymen. Kankam submits that “unfortunately, most of us do not explore this practical feedback from the students but just go straight and teach what is in the book that may not have relevance to the students… it is indeed a pity.”
It could be inferred from the above narrative that the pedagogy does not involve students, parents and community members in the school, even though most of them are responsible for climate change behaviours.
Leadership by example in climate justice discourse in Ghanaian SHS
The participants revealed that there was apathy in the role of opinion leaders and school management to curtail climate change-related activities. In commenting on Nyantakyi, a student stated:
Issues of climate change activities and legal consequences are known better by the teachers, assemblymen, chiefs and other opinion leaders … look just at the back of our school compound, illegal mining is taking place, move to the roadside leading to the school … almost every day the illegal miners are on the rivers. Haven’t my social studies, government, and geography teachers seen these climate change-related activities in the school and the community? Talk more about the headmaster, the assembly members, and other leaders seen it.
In corroborating Kumasa, a student remarked during the FGD:
If the chiefs, teachers and opinion leaders who understand, feel, and appreciate the effect of climate change are not reporting, checking and taking necessary actions such as legal, demonstrations and petitions to the necessary authorities, what then can we students, who culturally we are told to be seen but not heard, do.
The lack of collaborative teaching, where the school can bring opinion leaders in the community into the school to provide answers to their children on why they are not serving as good examples when their immediate environment is being destroyed, has mitigated against CCE.
Some extended the leadership by example as a cause of the gap in legal literacy and climate to teachers who preach virtues and practice vice by noting that rights of individuals, responsibilities are taught in class, but the teachers do not practice and set examples by confronting individuals who engage in climate pollution. But Maclean, a teacher participant, responded:
You see, it’s not that we don’t practice what we teach, but there are some peculiar challenges within the community, especially since most of the student have their parents engaged in these environmental malpractices. Criticizing them may result in confrontations between the school and community, especially since it pertains to their survival and sustenance.
Subsequently, whereas teachers give reasons for their inactions on practical environmental challenges, some students raised the issue that leadership by example crisis is endemic, making students develop the perception that current leaders do not care about the future of the young generation, in which the school is training.
Socio-cultural factors
Another cause of the disconnect between legal literacy and climate change stems from the cultural shock of how students are seen and treated in society. In Ghanaian society, children have been designated as less knowledgeable and should be seen but not heard, to the extent that students who break the glass ceilings are tagged and named. Accordingly, Siedu said,
Since the society is structured as a communal-based society guided by dependencies in the families, when elders are not talking, children should also remain silent… unfortunately, when students talk, whereas the community leaders are silent, by raising critical issues in the survival of the community, you are either tagged as disrespectful, arrogant and uncultured.
A similar observation was made by Ayipah, who asserted amid worry:
Our culture has made the application of the basic legal rights problematic since anytime a child raises legitimate concerns during family and community meetings, whatever we say is considered childish, book knowledge, and subsequently not considered, especially if such suggestions impugn the integrity of the leaders on climate change issues.
The participants reiterated that because their community is interdependent, whenever one wants to assert environmental rights, they will turn against you, chastise your family and parents that they have not given you good training and not disciplined you as a young student.
The silence of state institutions in climate change activities
Among the factors that participants reported were bribery and corruption, manifested in the blatant ignoring of people who engage in such activities in broad daylight. For instance, Monko, a student, noted:
Look at the road from our community through to the adjourning towns, the full glare of supervision of the police assemblymen, chiefs and elders, what is preventing them from either prosecuting them, educating them on the implications of their actions on future generations… You see, these people are corrupt; they take the money and leave them to operate, so I would not even go there and do the good face and mouth–to–mouth by demonstrating or writing a petition about their illegal activity.
In corroborating, Amonor asserted that “the state institution’s illegitimate actions are putting most of the youth /students off in legitimizing our rights on the environment since the police and military offer protection to the people who encroach the forest for illegal mining.” In an FGD, Abrampa reported:
Look at what happened where military officers guard a forest for illegal or legal mining, and unfortunately, one was killed. It is so bad that every day, the police and military will pass through the whole community and drive to the galamsay sites to collect money and gold from the workers.
In corroborating, Andowaa, a principal, said:
Do you think they care about the environment? If the whole EPA, Police service, Minerals Commission, Assemblies and chiefs are not acting, what can we, the little fish, do? Even if we petition, demonstrate with our students and take legal action against them, they have money to buy their way through … it is going to be a wild goose chase.
The issues of institutional operations as a barrier to legitimizing climate change and climate justice appeared very worrying since those who matter have remained silent.
The Whitehouse syndrome
The participants in discussing why there is a disconnect between legal literacies and climate change justice offered reasons that resonated with the Whitehouse menace. Thus, the temporary benefits the community gains from the activities degrade and compromise the future generation’s resources. The participants identified benefits such as building modern houses and helping in community development, such as roads, water and health facilities, as some of the reasons the community members and opinion leaders find it difficult to confront climate change and unethical behaviours. For instance, Obour, a student, noted:
The galamsay moguls who destroy our environment are known in the community as agents of development, and philanthropists. They are worshipped for supporting funerals, schools, water, and performing other social responsibilities. These make it difficult to talk about their negative activities.
In addition, Amonor, a student, found that “environmental destroyers in the communities are cherished and accepted because of the benefits they extend to the communities and their members, so speaking, writing, and demonstrating against their actions would mean you are not a good citizen.”
Others identified that the infiltration of politicians and opinion leaders from the area has further strengthened climate change-related activities, irrespective of the negative effects. For instance, Kyekyeku, a principal, stated:
Environmental destroyers have used political influence, their role as opinion leaders including assembly members, chiefs, pastors with their riches have been a conduit has been used to intensify climate change-related activities such as deforestation, illegal lumbering, mining and indiscriminate disposal of waste which has compromise the health of the present generation and an extension to the future generation of the communities and anyone who dares challenge their activities would be fought in three folds… see let me rest in my one corner.
These realities have made it difficult for the students and the school system in developing countries such as Ghana to see the bleak future of their communities, to speak, act and work against the activities and behaviours of these people who live in the whitehouse within the community.
Pedagogical reforms as mitigating strategies of climate change consciousness
The interview on how to mitigate legal consciousness in the pursuit of climate change awareness received various feedback. A shift from theoretical to practical teaching methods is essential to make legal literacy and climate justice education more actionable. For instance, Gyanin noted that “when teachers make the teaching of legal literacies and climate justice more practical, such as organizing clean-up campaigns and debates, it helps students apply what they learn in school to their communities.” Teaching climate-related issues should focus on how climate justice can be litigated and protected.
Notably, among them was the need for a practical environment and legal consciousness where the teaching is made practical by inviting people in the community who matter in environmental concerns during the teaching by teachers. In corroborating this view, Serwaa, a teacher, noted:
I believe that when teachers make the teaching of legal literacies/social justice/climate justice more practical through integrating the ability of students to take actions in their community, such as organizing clean-up campaigns, debates, on the state of the environment, it will help us to practicalize it into practice after completing school.
Teacher Blay also added:
Teaching of climate change behaviour and what the law says should be taught generally among all teachers and students. Thus, teachers should invite opinion leaders and institutions responsible for climate change behaviour to the classroom to give reasons why they are not able to enforce, educate and maintain environmental laws in their communities.
This will make the students appreciate and build their self-confidence and legal enforcement challenges in the community of practice. They expect a shift in pedagogy from knowing the causes and effects of climate change behaviour without bringing practical actors to tell why and how they are mitigating such behaviour and the role they expect students to play in curbing the African fraught menace.
Mitigating strategies for climate change and legal consciousness
Integrating social justice principles
A way of mitigating the gap in legal literacy and climate change consciousness was the need to integrate the social justice principle among students. Here, teachers and principals agreed that students, being the focal point of future generational leaders, must be consciously or unconsciously taught legal literacy and social justice principles. To that end, Esi noted:
Petitions, debates, legal redress, permits for demonstration and pressing on authorities to do the needful regarding environmental consciousness, avoid the frustration and anger therein manifested. This challenges students to become practical environmental agents and ambassadors.
Kankam, a teacher, reported that “students should be encouraged and motivated to understand their entitlement to ecological rights survival as their rights and should be encouraged to defend environmental rights because of its dire consequences.” In an FGD, it emerged that students needed a kinder and friendlier legal environment where their views are respected and taken into consideration when they visit the law court to press for their environmental rights, as done in the global minority. Accordingly, Serwaa submitted that “students’ desks should be established at all courts where a complaint against environmental and climate change behaviours would be litigated with lesser cost, faster to enhance social justice.”
The need for curriculum reform
There is an urgent need to reform the formal curriculum to integrate climate justice into legal education, equipping students and teachers with the knowledge and tools to address environmental challenges. Bosman, a principal, submits that “the curriculum should include topics on environmental laws, policies and mechanisms for advocating climate justice that is demonstrated through action-oriented learning.” Thus, teachers should incorporate civic rights and responsibilities to address the missing link between what they teach and what happens in climate change-related activities. In corroborating, Odomankoma admitted that his teaching would “incorporate climate change behaviour and environmental law, which should be integrated into the curriculum to empower students to take action.” This highlights the limitations of the formal curriculum in addressing climate justice within Ghanaian SHS by integrating local laws, Acts and community strategies in avoiding bad climate practices. Thus, involving community leaders in school-based climate justice education can bridge the gap between students and elders, fostering mutual understanding and collaboration.
The need for institutional accountability and reform
According to the participants, addressing the silence of state institutions requires comprehensive reform to ensure accountability and effective enforcement of environmental laws. This was supported by Kumasa, a teacher who advocated for “the need for institutions that are transparent and accountable, interested in enhancing real change in how environmental laws are enforced.” Subsequently, institutions must be held accountable through transparent processes and independent oversight mechanisms by empowering students as grassroots activists, and they should be supported in their efforts to hold institutions accountable through legal and civic action. Thus, Owiredu suggested that “students and community members must be empowered to demand accountability from these institutions because our future depends on it.” To bridge this gap, there is an urgent need for institutional reform, transparency and greater support for citizen-led initiatives, where Ghana can move towards a more sustainable and just future when environmental laws are not only passed but also effectively implemented and enforced.
The role of students and schools in addressing the Whitehouse syndrome
Students and schools have a critical role to play in challenging the “Whitehouse syndrome” and advocating for sustainable development through education and awareness. Thus, schools can educate students about the long-term consequences of environmentally harmful activities and the importance of sustainable development. Students can be empowered to take action through petitions, demonstrations and community engagement despite the challenges they face. For instance, teacher Owusu suggested that “students need to be educated about the true cost of illegal mining activities, which is sacrificed on the altar of convenience by environmental wreckers’ activities, only then can they advocate for change without fear.”
Similar suggestion was made by Maclean, a teacher, that “schools should teach students how to balance immediate needs with long-term sustainability to challenge the ‘Whitehouse syndrome’ in their communities.” The involvement of the political elite further entrenches this phenomenon, making it difficult for students and other community members to advocate for change. However, through education, awareness, and empowerment, students and schools can play a pivotal role in challenging this mindset and promoting sustainable development. By addressing the root causes of the “Whitehouse syndrome,” Ghana can move towards a more sustainable and just future.
Consulting relevant sources for legal consciousness
Students and teachers should be encouraged to consult diverse sources of information to deepen their understanding of legal and environmental issues. In corroborating this assertion, Obour, a student, said, “When we are shown videos of students from other countries taking legal actions against environmental degradation, it inspires us to do the same in our communities.” Moreover, engaging with community members, especially those directly affected by climate change, can offer valuable insights and practical knowledge, as suggested by some of the participants. Thus, Andowaa, a principal, reported that “teachers should invite opinion leaders and environmental experts to the classroom to explain the challenges of enforcing environmental laws and the role students can play.” Whereas other participants identified students as advocates for legal consciousness for climate justice is critical for driving change at the grassroots level. This, according to Pawan, a teacher participant, included “students being encouraged to lead campaigns on issues such as tree planting, waste management and anti-deforestation.” Thus, teaching students how to write petitions, seek legal redress and organize demonstrations can equip them with the tools to hold polluters accountable.
Discussion
Despite operational school laws (e.g. penalties for littering), the study found that neither students nor teachers could articulate their legal basis or scope. For instance, while schools enforce anti-littering rules, they rarely contextualize them within national statutes like Act 29, which penalizes environmental damage. This disconnect contravenes the United Nations Environmental Programme’s (UNEP, 2020) emphasis on clarifying the symbiotic relationship between human rights and environmental governance. Studies note that teachers predominantly emphasize fundamental human and civil rights without linking these to specific environmental legislation, punitive measures or the legal statutes that legitimize them (e.g. Act 917 on Environmental Protection Agency mandates). This aligns with broader findings on educators’ insufficient grasp of legal frameworks, both within instructional settings and beyond (Ofori et al., Reference Ofori, Ameade, Ohemeng, Musah, Quartey and Owusu2023; Sarpong, Reference Sarpong2018; Yadav & Yadav, Reference Yadav and Yadav2021). Such omissions hinder learners’ ability to comprehend their legal responsibilities as environmentally conscious citizens, weakening the curriculum’s alignment with its stated aims of fostering climate resilience and global citizenship (Akua, Reference Akua2024; Ministry of Education [MOE] Ghana, 2018).
A key issue lies in the fragmented curriculum for teacher training, which inadequately emphasizes the interconnectedness of legal frameworks ranging from fundamental human rights to environmental rights within school settings. These findings align with global scholarship, including studies from the minority world, which critique teacher preparation programmes for superficial treatment of legal concepts, such as disciplinary policies and rights-based governance in schools (Decker, Reference Decker2014; Eberwein, Reference Eberwein2008; Schmitt & Militello, Reference Schimmel and Militello2007; Xi, Reference Xi2000). This misalignment mirrors broader systemic deficiencies identified in the literature, where legal education, where it exists, often addresses environmental and climate issues through disjointed, ad hoc approaches rather than comprehensive, rights-based frameworks (Armah, Yawson & Pappoe Reference Armah, Yawson and Pappoe2014; IPCC, 2022; Semenova, Reference Semenova2018; WHO, 2018). Such gaps in climate literacy and legal preparedness may contribute to Ghana’s worsening environmental challenges.
The study underscores how reliance on informal channels reflects systemic curricular deficiencies, corroborating scholarship that positions media as a critical yet inadequate substitute for comprehensive legal education in schools (Johnson et al., Reference Johnson, Marston, Happle and Majid2025; Semenova, Reference Semenova2018).The reliance on informal, non-systematic sources of legal literacy has led to misinformation and pseudo-legal behaviours where students often conflate informal practices with legally binding frameworks, resulting in confessed climate laws and superficial compliance (Armah et al., Reference Armah, Yawson and Pappoe2014).
Consequently, gaps in legal literacy correlate with rising environmental violations, as students lack the tools to identify or challenge injustices (Trott, Reference Trott2023), and weak legal consciousness and enforcement where limited awareness of basic environmental laws perpetuates apathy and “fake climate legal consciousness” (Wade, Reference Wade2007), exacerbating deficiencies in local law enforcement (Adjarko et al., Reference Adjarko, Gemadzie and Agyekum2016). These findings starkly contrast with Ghana’s obligations under the United Nations Convention on the Rights of the Child (Hammarberg, Reference Hammarberg1990), which mandates equipping youth with knowledge of environmental rights and legal protections (Mamedov et al., Reference Mamedov, Vinokurova and Demidova2015).
This omission perpetuates a disconnect between academic content and the socio-environmental injustices students witness daily, undermining efforts to foster critical consciousness or collective action (Bustamante et al., Reference Bustamante, Roy, Ospina, Achakulwisut, Aggarwal, Bastos, Broadgate, Canadell, Carr, Chen, Cleugh, Ebi, Edwards, Farbotko, Fernández-Martínez, Frölicher, Fuss, Geden and Zscheischler2023; Birnhack & Perry-Hazzan, Reference Birnhack and Perry-Hazan2020; Trott, Reference Trott2023). As Reidel (Reference Reidel2021) argues, climate education often fails to employ pedagogies like case studies or role-play simulations to explore how environmental laws protect or fail marginalized communities. This aligns with Baks’ (Reference Baks2017) and Donger’s (Reference Donger2022) critique of “apologetic pedagogies” that avoid transformative discussions about power imbalances and legal accountability.
The study identifies a stark mismatch between climate education’s theoretical delivery and the need for pedagogies that “practicalize” environmental stewardship. This theoretical focus mirrors Closson et al.’s (Reference Closson, Mistry and Jacobs2017) and Banerjee’s (Reference Banerjee2014) findings on the consequences of inadequate out-of-classroom learning and community participation. Such pedagogies, as Fisher (Reference Fisher2019) and Osterle (Reference Osterle2004) warn, result in eco-cultural insensitivity and disempowerment, where learners feel ill-equipped to advocate for policy changes or participate in environmental civic action. Monroe et al. (Reference Monroe, Plate, Oxarart, Bowers and Chaves2019) note that educators often perceive legal content as peripheral to their subject areas, a perception reinforced by assessments that exclude justice-oriented competencies.
Contrastingly, studies in the minority worlds highlight successful models, such as field-based learning in environmentally compromised areas (Fox & Thomas, Reference Fox and Thomas2023) and court observation programmes where students witness climate-related litigation (Jukes et al., Reference Jukes2024; Thomas, Reference Thomas2011). These approaches, termed “intentionality pedagogy” by Siegel (Reference Siegel2024), bridge theory and practice by immersing learners in real-world legal and ecological contexts.
Notably, these findings contrast with Semenova’s (2018) research, which attributed gaps in environmental accountability to a lack of legal awareness among stakeholders (e.g. parents, teachers and students). These findings starkly contrast international frameworks and studies advocating for children’s agency in environmental governance (Hammarberg, Reference Hammarberg1990; Judicial Service of Ghana, 2018; Quennerstedt, Reference Quennerstedt2010). The study’s results further conflict with Trott et al. (Reference Trott, Lam, Roncker, Gray, Courtney and Even2023) argument that cultural justice requires empowering school actors to vocalize climate concerns and dismantle harmful norms (Grady-Benson & Sarathy, Reference Grady-Benson and Sarathy2016; Shaw, Reference Shaw2016).
The findings also align with Armah et al. (Reference Armah, Yawson and Pappoe2014) critique of institutional negligence, where agencies tasked with environmental governance prioritized political expediency over public education and enforcement. Similarly, Johnson et al. (Reference Johnson, Marston, Happle and Majid2025) and Sarpong (Reference Sarpong2018) highlight how corruption within state bodies erodes trust in legal frameworks, normalizing environmental harm, while the National Climate Change Policy Framework (NCCPF) (Government of Ghana, 2022) explicitly calls for state-led climate education initiatives, yet the study reveals a glaring absence of such programmes in schools (WHO, 2018).
The study identifies the “Whitehouse syndrome,” which entrenches a “robbing Peter to pay Paul” ethos, where environmental exploitation is excused as a means to address poverty, aligns with Boateng (Reference Boateng2017), EPA (2019), Climate Support Facility (2022), Riley et al. (Reference Riley, Jukes and Rautio2024) findings on how financial patronage silences criticism, normalizing environmental corruption. The Whitehouse syndrome creates a dissonance between classroom lessons and community realities where students learn about SDGs, yet witness local leaders glorifying polluters, leading to cynicism and disengagement (Semenova, Reference Semenova2018). Akua (Reference Akua2024) links this to a decline in “social curriculum learning.”
Similarly, Johnson et al. (Reference Johnson, Marston, Happle and Majid2025) notes that institutionalized silence around environmental rights stifles youth activism, contrasting sharply with European contexts where students engage in petitions, protests and collaborative problem-solving (Albrecht, Reference Albrecht2020). The syndrome corrodes trust in collective action. Meyer et al. (Reference Meyer, Memiaghe, Korte, Kenfack, Alonso and Bohannan2018) and IQAir (2019) emphasize that environmental volunteerism thrives on shared ethical commitments, yet in the study area of Central and Western regions of Ghana, communal loyalty to polluters discourages grassroots initiatives. For instance, community clean-up campaigns often exclude critiques of galamsey, as organizers fear alienating influential patrons. This perpetuates a cycle of “uncared environments” rivers and lands treated as disposable commodities rather than communal heritage.
Implication of the study
The findings of this study hold critical implications for educational systems, policy frameworks and grassroots environmental advocacy in Ghana and comparable majority world contexts.
Regarding curriculum integration, the study advocates for embedding environmental legal literacy into core subjects (e.g. social studies, geography), emphasizing laws such as Ghana’s Environmental Protection Agency Act (1994), constitutional environmental clauses (e.g. Article 41(k)) and international treaties (e.g. Paris Agreement) to bridge classroom learning with real-world legal accountability. Additionally, the study recommends revising preservice and in-service teacher programmes to incorporate climate justice pedagogy through participatory methods (mock trials, case studies), illustrating how legal frameworks address local issues like illegal mining and deforestation. It also suggests adopting place-based pedagogies that focus on students’ lived experiences (e.g. disrupted farming cycles, water pollution) by partnering with NGOs for field visits to degraded ecosystems, promoting hands-on stewardship.
In terms of policy and governance implications, the study advocated for institutional accountability where state institutions (EPA, police, local assemblies) must enforce environmental laws transparently, with the use of independent oversight mechanisms and grassroots monitoring led by students and teachers could counter corruption and apathy. Again, legal frameworks, which include Ghana’s constitution, should explicitly guarantee the right to a healthy environment, aligning with SDG 13 and empowering citizens to litigate ecological harm. Such Policies must prioritize climate justice education as a national development priority.
Another implication of the study is the sociocultural shift where students in SHS are empowered to challenge cultural norms that marginalize youth voices. Subsequently, safe spaces for student activism (e.g. environmental clubs, petitions) and intergenerational dialogues with community leaders can legitimize youth agency in climate governance. The “Whitehouse syndrome” can be mitigated through public awareness campaigns with a focus on the long-term costs of environmental exploitation. This is applicable when schools collaborate with media to showcase sustainable alternatives to illegal mining and deforestation, reframing development as eco-inclusive.
Community engagement through participatory advocacy where schools serve as hubs for climate justice mobilizations, linking legal literacy to grassroots campaigns (e.g. reforestation drives and anti-pollution protests). Such partnerships with legal aid organizations could support student-led litigation against environmental violators. Coupled with ethical leadership, where Indigenous leaders (chiefs, assembly members) model environmental stewardship. Especially when schools invite leaders to explain their climate commitments, fostering accountability and collaborative problem-solving.
Conclusion
This study highlights the essential role of legal literacy in connecting climate awareness with environmental justice in Ghanaian schools. While both students and teachers are aware of climate impacts, their understanding of environmental laws is often fragmented and does not adequately address real-world challenges such as corruption and cultural barriers, including issues of youth marginalization and the phenomenon known as “Whitehouse syndrome.” To tackle these issues, it is important to integrate legal literacy into the education system, reform teacher training and ensure that curricula align with sustainability goals. This approach can empower students to hold polluters accountable and advocate for systemic change. Schools should become centres of environmental resilience by nurturing critical thinkers who challenge complacency and promote equitable climate action. Collaboration among policymakers, educators and communities is crucial for transforming education into a powerful tool for justice, ultimately ensuring a sustainable future for Ghana.
Acknowledgements
The authors are sincerely grateful to the reviewers for their valuable contributions to this work. Their heartfelt thanks go to the students, teachers and headmasters who participated in the data collection process; their cooperation and candour were essential to this study. They also extend their profound gratitude to their PhD thesis supervisors, Professor George Hikah Benson and Dr Seth Peter Frimpong of the University of Education, Winneba, for their expert guidance and steadfast support.
Ethical statement
The Ethics Committee of the University of Education, Winneba, Ghana, granted ethical approval for this study. All participants provided informed consent (with parental consent for minors), were assured of anonymity and confidentiality and retained the right to withdraw at any time without penalty. The study adhered strictly to the ethical guidelines of the University of Education, Winneba.
Financial support
This study received no specific grant from any funding agency, commercial or not-for-profit sectors.
Author Biographies
Stephen Kwabena Asaah-Junior is an educator, mediator and researcher at Twifo Praso SHS, Ghana. His doctoral thesis examined conflict mediation in rural Ghanaian courts and access to justice, while his master’s research assessed student support services for distance learners at the University of Cape Coast. Additional studies explored procedural fairness among court users. He integrates climate justice into Ghana’s school curriculum, specializes in alternative dispute resolution and environmental conflict mediation in river basins and coordinates UCC’s distance education programme at Twifo Praso.
Felix Oppusu Paapa Agyiri is an educator at St Peter’s SHS and a certified mediator focused on overcoming systemic barriers through restorative justice. His doctoral research examined the influence of parental social class on students’ educational outcomes, while additional studies explored the role of COVID-19 on students’ significant others. As Executive Director of the POFPA Institute in Ghana, he leads initiatives that transform schools into hubs for environmental justice, community resilience and inclusive learning. His work includes documentary analysis of climate change impacts on Ghana.
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