This study intends to assess whether girls’ education can strengthen climate resilience by educating, preparing and empowering girls. Using rural Sindh as their study sample, the research aims to centre the voices of school leaders and educators to understand whether they have the understanding and the resources needed to deliver education in climate vulnerable contexts and when faced with climate related disasters. By generating critical evidence on the impact of climate disasters on adolescents and key education stakeholders, the study addresses a national gap on the role of teacher professional development (TPD) in emergencies and contributes to global discourse on education’s role in climate resilience, with implications for future policy and programming in Pakistan.
