From Information to Transformation: A Thematic Analysis of the Curriculum Gap in Climate Resilience Education for Rural Adults

Abstract

Climate change continues to threaten agricultural productivity and the livelihoods of rural communities; however, a persistent gap remains between climate change awareness and the practical adoption of adaptation strategies. This study examined how adult education can bridge this gap by synthesising the existing literature. This study employed qualitative document analysis and an adapted thematic synthesis approach based on Thomas and Harden (2008). A systematic search of Google Scholar, ERIC, and Science Direct identified relevant literature published between 2010 and 2025. Following screening based on predefined inclusion and exclusion criteria, 13 key publications were retained for the thematic synthesis. Four interrelated themes emerged from the analysis: psychological transformation, social learning, curriculum relevance and institutional gaps, and the integration of Indigenous and scientific knowledge. The reviewed literature indicates that climate resilience education is more effective when it promotes critical reflection, participatory learning, context-responsive curricula, and integration of local and scientific knowledge systems. The thematic synthesis further suggests that adult education provides an effective platform for strengthening adaptive capacity, promoting sustainable agricultural practices, and supporting long-term climate resilience in rural communities. This study contributes an integrated conceptual framework that demonstrates how transformative learning, social learning, curriculum relevance, and knowledge integration can collectively enhance climate resilience education. Policymakers, curriculum developers, adult educators, and extension practitioners should strengthen participatory and context-specific climate education programmes, while future empirical studies should validate the proposed framework in diverse rural settings.