Learning in the Shadow of Climate Change: Educational Challenges and Leadership Responses in Pakistan

Abstract

Climate change poses profound threats to education systems worldwide, with developing countries bearing disproportionate risks. Pakistan, consistently ranked among the most climate-vulnerable nations, has witnessed severe floods, heatwaves, and environmental degradation that disrupt education at scale. This study investigates how school principals perceive and respond to climate-induced challenges in Pakistan’s educational sector. Drawing on qualitative interviews with principals from private and a public school, the research employs thematic analysis to identify key issues related to infrastructure resilience, student and teacher well-being, curriculum adaptations, and policy awareness. Findings reveal that both schools struggle with climate-induced disruptions but differ in capacity and resources to respond. Leadership emerges as a critical factor in sustaining learning during crises, though systemic policy and infrastructural gaps persist. The study contributes to resilience and sustainable education literature by situating Pakistan’s experience within global debates. It recommends integrating climate education into curricula, expanding teacher training, investing in resilient infrastructure, and empowering principals as frontline leaders of adaptation. These findings underscore the urgent need for tailored interventions that prepare educational institutions in climate-vulnerable contexts to sustain equitable and quality learning.