Abstract: In Tanzania, secondary education expected to play an important role of equipping young generation with biological knowledge and skills for socio-scientific decision making of their lives. However, language of instruction is very crucial to make sure that youth are well informed with socio-scientific issues. English is used as the language of instruction to learn biology which to most of students is their second or third language. The language seems to be a challenge to students’ learning, however many studies did not indicate to what extent it assists in students’ acquisition of biological literacy. Therefore, this study explores students’ and teachers’ perspectives on the role English as the language of instruction plays in equipping young people with useful knowledge for biological literacy. The study used qualitative case study approach whereby both urban and rural secondary schools were used as research sites. The findings revealed that the language of instruction is a hindrance for their learning of biology for literacy. Therefore, this study recommends initiatives to be done to improve students’ learning using English as a language of instruction which will facilitate learning for understanding. In turn, the situation will facilitate students to be well informed and make important decisions for their socio-scientific challenges and development.

Abstract: School curriculum plays a crucial role in equipping citizens with knowledge and skills needed to make day to day decisions. In Tanzania, secondary school biology curriculum considered biology literacy as one of the important components on students’ learning. In this regard, this study explored the biology curriculum, specifically the component related to climate change and its role in equipping young people with knowledge and skills useful for making day to day decisions. This paper mainly employed qualitative data collection tools and also quantitative data collection tool was used. A total of 322 students responded to the questionnaire, 162 respondents were located in urban area and 160 respondents were based in rural area. Then, the total of eight student focus group discussions were involved. In addition, thirteen teachers from secondary schools were interviewed, eight were biology subject teachers and five school club teachers. Purposive sample included eight schools in total, four of these schools were located in urban area and other four in rural area. The findings indicate that most of participants need to be more aware of the effects of climate change on human health, however, little consideration was taken into biology curriculum to teach the concept for socio-economic development. Therefore, this paper recommends the biology curriculum developers in Tanzania to put much consideration to incorporate the aspect of climate change for facilitating development of skills and knowledge of sustainable development among Tanzanians.