Reference: Tiko, L. and Mosen. J. (2026). Advancing climate-smart pedagogies in Fiji’s early childhood education and development. NZ International Research in Early Childhood Education Journal, 28(1), 6-20.
This commentary explores the imperative of embedding climate-smart education within Fiji’s Early Childhood Education and Development (ECED) sector, in response to the nation’s increasing vulnerability to climate change. It critically examines current ECED policies and practices, highlighting gaps in climate responsiveness and the need for locally grounded solutions. Drawing on Indigenous Fijian knowledge systems, including vanua-centered pedagogies (context-centered) and the Framework of Gifting Knowledge, the commentary advocates for a culturally relevant and climate-conscious approach to early education. It argues that empowering Fijian educators and communities to lead climate-smart ECED initiatives is essential for fostering resilience among young children. The commentary also critiques the reliance on external agencies and calls for a shift towards Fijian/Pacific-led strategies that align with Fiji’s national development goals and cultural values. By centering Indigenous epistemologies and climate justice, this paper contributes to the discourse on sustainable and equitable early childhood education in small island developing states.
Key words: Climate-smart education, Indigenous epistemologies, Pacific-led resilience, climate change, child health, place-based education, nature-based, teacher education.
