British Council and UCL Push for Inclusive Climate Change Education in Egypt
Khadamaty-New
The British Council in Egypt, in partnership with University College London (UCL), convened a high-level policy roundtable on “Climate Change and Sustainable Development Education in Egypt: Examining the Perspective of Girls and Their Teachers in Underprivileged Urban Primary Schools.”
The event brought together senior representatives from Egypt’s Ministry of Education, Al-Azhar, Ministry of Youth, Ministry of Foreign Affairs, UNICEF, the Egyptian Environmental Affairs Agency, the Arab Youth Council for Climate, local NGOs, and members of parliament. It provided a platform for policymakers, curriculum developers, and education stakeholders to reflect on new British Academy-funded research and discuss its implications for Egypt’s future education policies.
The study, led by UCL’s Centre for Climate Change and Sustainability Education with support from the British Council, surveyed 501 girls in disadvantaged primary schools in Alexandria and 738 of their teachers. Findings showed that while many girls had a strong awareness of climate change—rooted in their lived experiences with pollution and extreme weather—they also expressed optimism, national pride, and a determination to take action.
Teachers likewise acknowledged the importance of climate education but highlighted gaps in training and resources. While most felt confident teaching the subject, they called for more professional development and better integration of sustainability themes across the curriculum. Both students and teachers voiced the need for engaging, participatory methods and visually appealing textbooks linked to real-world action.
Speaking at the event, Mark Howard, Country Director of the British Council in Egypt, said:
> “This research highlights the urgent need to listen to the voices of young girls and their teachers when shaping climate change education. Their perspectives provide powerful insights into how Egypt can strengthen climate literacy and ensure inclusive, sustainable development.”
Professor Eleanore Hargreaves, UCL Institute of Education, added:
> “Girls’ perspectives are rarely prioritised, yet understanding these is essential because it reveals the hidden barriers they face in education. This research offers actionable insights for policies that promote gender equity, climate resilience, and inclusive education.”
The roundtable concluded with a gallery of children’s artwork depicting their hopes and concerns for Egypt’s environment, symbolising creativity and determination among young learners.
The initiative is part of a long-term collaboration between the British Council and UCL to enhance teacher development and integrate sustainability into Egyptian school curricula. It also aligns with the British Council’s global climate strategy, which engages communities through arts, culture, and education to address the climate crisis.
This policy dialogue marks a significant step toward aligning Egypt’s education system with national and global commitments on climate action, ensuring that the voices of vulnerable communities remain central to future reforms.
