Climate Resilience through STEAM Pedagogy and Student Quality Circles

Abstract

Climate change is a pressing global challenge that underscores the urgent need for developing climate resilience, particularly among school-age populations. This study explored the lived experiences of secondary school students in building climate resilience through the integration of STEAM pedagogy with Student Quality Circles (SQC) at secondary school level in District Lower Dir, Khyber Pakhtunkhwa, Pakistan. A qualitative case study research design was adopted, through which a Student Quality Circle — named the “Climate Resilience Quality Circle” — was established with eight students and one teacher across eight weeks of laboratory- and field-based STEAM interventions. Data were collected through semi-structured interviews and analysed using Braun and Clarke’s six-step thematic analysis approach. Four themes emerged from the analysis: (1) enhancement of climate awareness and understanding; (2) development of climate resilience through improved problem-solving abilities; (3) emotional and attitudinal transformation; and (4) strengthening of collaboration and leadership for climate action. The findings indicate that the integration of STEAM pedagogy with the Student Quality Circle approach effectively promoted the development of climate resilience skills among secondary school students. The study recommends the establishment of STEAM-based Student Quality Circles at secondary school level as a strategy for strengthening climate change education and sustainable environmental practices.