TRAINING CLIMATE LEADERS IN PRIMARY EDUCATION THROUGH THE INTEGRATION OF SUSTAINABLE DEVELOPMENT GOALS (SDGS) INTO THE SCHOOL CURRICULUM IN ANGOLA: THE CASE OF PRIMARY SCHOOL NO. 139, MALANJE

Abstract

This study investigates the strategic importance of education in training climate leaders within the Angolan primary education system. The primary objective is to determine how the Sustainable Development Goals (SDGs) of the 2030 Agenda are represented and integrated into pedagogical practices. For this purpose, a focal group of 12 participants, including students and teachers from Primary School No. 139, located in the Camambua Commission, Malanje province, was randomly selected. The methodology followed a qualitative and descriptive approach, utilizing Bardin’s content analysis to process the collected data. The results reveal a significant gap between the theoretical perception of environmental urgency and its practical implementation in the classroom, showing that the integration of the SDGs into the formal curriculum is still incipient and fragmented. The study identified that the lack of specific teaching materials and insufficient teacher training are the main obstacles to consolidating a robust ecological conscience. It is concluded that continuous teacher training and the adaptation of the local curriculum to geographical and social realities are fundamental steps toward transforming the school into a nursery for environmental citizenship. It is suggested that strengthening this formative trajectory will enable primary education to fulfill its mission of shaping agents of change capable of leading effective responses to contemporary climate challenges within their communities.