M. Javed

Inclusive climate pedagogy in low‐resource schooling contexts: A context‐responsive framework for access, participation and learning equity across climate‐vulnerable education systems

This qualitative multiple‐case study examines how teachers and school leaders enact inclusive climate pedagogy in low‐resource, climate‐vulnerable public secondary schools in Khyber Pakhtunkhwa, Pakistan. Drawing on semi‐structured interviews ( n  = 16), 24 h of classroom observations and document review, the Con...