ANALYSIS OF CLIMATE CHANGE IN THE CONTENT OF GENERAL SCIENCE TEXTBOOK WITH REFERENCE TO SDGS AND THE 3RS AT ELEMENTARY SCHOOL LEVEL

Abstract

The present study aimed to analyze the General Science textbook of Grade 8 published by the Punjab Curriculum and Textbook Board (PCTB), Lahore, based on the Single National Curriculum (SNC) 2022, in the context of climate change content and its alignment with the United Nations Sustainable Development Goals (SDGs) and the 3Rs framework of Reduce, Reuse, and Recycle. A qualitative content analysis method was used. The conceptual framework of the study was drawn from three integrated pillars: Environmental Literacy and Action Competence theory, the relevant UN Sustainable Development Goals (SDG 4, SDG 12, SDG 13, SDG 15), and the 3Rs as behavioral competency indicators. Results showed that the textbook adequately addresses climate change concepts, including the greenhouse effect, global warming, deforestation, fossil fuels, and overpopulation, with sound scientific accuracy and supportive visual materials. Regarding SDG alignment, SDG 15 (Life on Land) and SDG 4 (Quality Education) are moderately addressed, while SDG 13 (Climate Action) and SDG 12 (Responsible Consumption) are insufficiently developed. The 3Rs of Reduce, Reuse, and Recycle are mentioned collectively in a single sentence (4Rs strategies of Refuse-reduce-reuse and recycle should be adopted) under the heading of 4R strategies without any definition, elaboration, student activity, or assessment item. Practical exercises, inquiry-based activities, and a dedicated 3Rs section may be added to the textbook to develop environmental action competencies among students. The present research is beneficial for improving the General Science textbook by incorporating deeper climate change content, stronger SDG alignment, and meaningful 3Rs integration that will help students develop as environmentally responsible citizens.