This research was aimed at surveying perceptions of climate change and educational themes that would
be contextually relevant for climate change adaptation. It locates within the United Nations’ Educational,
Scientific and Cultural Organization’s (UNESCO’s) Balaclava recommendations on Climate Change
Education for Sustainable Development (2013). Uncertainty as to how residents of selected households
understood the causes and effects of climate change as well as the content structure of learning for climate
change adaptation constituted the problem. Using social constructivism, hermeneutics, survey design, semi-
structured interviews and constant comparative analysis, the article shows that the challenges of climate
change are comprehended in diverse ways. It also shows that drawing knowledge from diverse sources or
cross-disciplines can evoke behavioural and social change that is critical in order to nurture best thinking and
practices regarding adaptation.