Peer Influencing on Climate Literacy: A Social Network Analysis Among School Teachers in District Rajanpur

Abstract

This study explores the role of peer influencing in promoting climate literacy among school teachers, using a social network analysis approach. It aims to identify key influencers and assess opportunities to integrate climate literacy into educational practices effectively. The research locale is District Rajanpur, where a sample of 200 teachers was selected through a multistage sampling technique. Initially, Tehsil Jampur was randomly chosen, followed by the selection of 40 schools (20 girls' and 20 boys' schools), and finally, five teachers from each school were sampled using convenient sampling. The findings highlight the dynamics of teachers' social networks, pinpointing influential individuals capable of spreading climate knowledge effectively. Recommendations are provided for personalized interventions to enhance teachers' understanding of climate science, ensuring the effective communication of climate-related concepts in classrooms.