Growing a green generation
Eco-clubs empower young people across Tajikistan to lead climate action
Introduction
Tajikistan’s rapidly growing, predominantly young population and overwhelmingly mountainous terrain make its communities highly vulnerable to climate change, natural hazards, and environmental degradation. More than 40% of its 10.3 million people are under 18 and nearly 63% are under 30, concentrating development and service needs among youth. With most of the country covered by mountains, livelihoods, infrastructure and water sources face heightened risks from glacial melt, landslides, floods and soil erosion, worsening poverty and hampering economic resilience.
In this context, empowering young people with environmental knowledge and critical thinking skills is not optional, it is essential.
In 2024, UNICEF Tajikistan launched the project “Empowering a Green Generation: Youth-Led Climate Education in the Republic of Tajikistan” in collaboration with the Republican Centre for Additional Education under the Ministry of Education and Science and in partnership with the PO "Hamsol ba hamsol". As a result, 100 eco-clubs were established across the country.
At present, 60 eco-clubs operate directly in schools in all regions while 40 more were created in cooperation with four universities, such as Tajik Agrarian University in Dushanbe, Kulob State University in Kulob, Khujand State University in Khujand, and Khorog State University in Khorog, along with 40 surrounding schools.
The main goal of Eco Clubs is to increase environmental awareness among adolescents and youth and strengthen their skills for preserving the environment.
Teachers and volunteers at eco-clubs receive training based on a developed module, equipping them to guide students effectively. Club volunteers then apply the “peer-to-peer” approach, conducting sessions for peers, organizing environmental masterclasses, tree-planting and cleaning campaigns, and competitions.
UNICEF/Tajikistan/Anusha Ashurova
UNICEF/Tajikistan/Anusha Ashurova
“I am a student and representative of the Hamnafas Eco-Club,” says 16-year-old Khayrullo Ochilov. “The creation of this club gave us the opportunity to show our creativity, introduce younger students to environmental issues and contribute to improving the environment of our school.”
Bobojon Gafurov – “Hamnafas” Eco-club: Even small actions create change
At School No. 29 in Bobojon Gafurov district, the eco-club “Hamnafas”, a name chosen by the students themselves, has become a platform for student innovation and creativity.
Club members conduct awareness sessions with primary school students and participate in regional innovation competitions. “On behalf of all members, I promise that we will continue contributing to environmental protection in our country,” Khayrullo adds.
15-year-old Zulaykho Aliboeva, a member of the club, describes the club as a turning point in her development. “Through social projects, I learned to identify environmental problems, analyze their causes and search for effective solutions. It developed my critical thinking, responsibility and teamwork.”
Zulaykho also explains how their idea moved from discussion to implementation:
“As part of our project, we designed and constructed waste-sorting containers for plastic, cardboard, metal and glass. We wanted students not only to learn about recycling, but to practice it every day.”
Together, the club members installed the containers in their school and conducted awareness sessions for students in grades 1–4, explaining why waste separation reduces pollution and supports recycling systems. By combining infrastructure with education, the students ensured that the initiative would have a lasting behavioral impact.
“Since the foundation of our club, we began to understand environmental issues more deeply,” Zulaykho says. “We realized that protecting nature starts with small but consistent actions.”
The innovation does not stop there. The students are now thinking to develop a new inclusive solution: waste containers designed for persons living with visual impairments. The concept includes installing AI-supported sensors and programmed audio speakers inside each bin. When a person approaches, the system would announce which type of waste should be placed inside.
“The goal is to make waste sorting accessible for everyone,” Zulaykho explains. “At the same time, it will simplify the work of municipal services.”
This idea demonstrates not only environmental awareness, but also technological creativity and social inclusion, ensuring that no one is left behind, which are key competencies for the future.
For 15-year-old Muzdalifa Vakhobova from School No. 29, eco-lessons changed her perspective. “These classes taught us that protecting the environment is the responsibility of every person. The future of society depends on how we treat nature. Nature is a priceless treasure, and caring for it is our shared responsibility,” she says.
17-year-old Rahmatjon Aliboev says participation gave him confidence. “Taking part in environmental initiatives made me feel that I can influence the world. That motivates me to grow.”
Also, it is important to emphasize that “this project is not just about ecology,” says their teacher, Dilbar Aliboeva. “It forms green thinking and responsibility. Students learn that protecting nature means caring for their community.”
Norak: Designing solutions for the future
In Norak, students at School No. 1 named after Balachon Pirnazarov are also turning knowledge into action.
17-year-old Abdullo Mirzozoda, an eco-club volunteer, is already thinking long-term. “In the future, I want to contribute to reducing plastic waste and using recycled materials in production,” he says. “I want to become one of the leading designers who helps solve environmental problems.”
Abdullo has created models of Norak city, volcanoes, waterfalls and glaciers to better understand environmental systems. When asked about his dream profession, he answers simply: “I want to create electric cars.”
From rural schools to national impact
It is inspiring to see how adolescents from rural and mountainous areas are taking initiative and developing practical solutions for their communities. From constructing waste-sorting systems in Bobojon Gafurov to designing environmental models and future technologies in Norak, young people are proving that geography does not limit ambition.
Teachers see the change as well. “The Eco-Club strengthens environmental awareness, responsibility and patriotism among students,” notes Dilbar Aliboeva, head of the student organization of the school No. 29. “Thanks to this initiative, a new generation is turning toward environmental protection with sincere commitment.”
Eco-clubs provide more than extracurricular activities. Starting from high school, they create structured spaces where students build environmental literacy, creativity, leadership, communication and problem-solving skills; these are the competencies that are critical for a country facing climate risks and environmental pressures.
Through trained teachers, peer education and hands-on projects, eco-clubs are helping adolescents and youths move from awareness to action and learn that environmental protection is not abstract. It is daily practice.
Eco-Clubs demonstrate a simple truth, when young people are trusted with responsibility, they respond with action. By investing in environmental education at the high school level, Tajikistan is not only raising awareness. It is nurturing a generation equipped with knowledge, skills and motivation to protect their communities and shape a more sustainable future.
Their message is clear: protecting Tajikistan’s mountains, water and land begins in the classroom and in the hands of its young generation.