Transgressive pedagogies in a climate-constrained Africa

Grounding climate change education and sustainability learning in local communities

Bibliographic Data

ID22166338
AuthorsBob Offei Manteaw (0000-0002-1784-7502, University of Ghana, corresponding author), Yaw Agyeman Boafo (0000-0003-1430-7655, University of Ghana), Erasmus Henaku Owusu (University of Ghana), Kirk B Enu (0000-0003-3737-5781, Technical University of Munich), Antwi Boasiako Amoah (Environmental Protection Agency)
Year2025
Volume10
Publication date2025-04-29
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2025.1519914
OpenAlexW4409921817
LanguageEN
Citations received2
References cited53

Introduction Despite global recognition of the climate crisis, higher education often remains rooted in traditional, theory-focused paradigms emphasizing economic growth, thereby hindering necessary structural transformations. This study argues for an urgent shift towards practical and experiential learning in higher education, particularly in sustainability learning and climate change education, by adopting transgressive pedagogies and place-based approaches grounded in local communities. Methods This study employed a series of field learning journeys within Ghana to investigate the impact of practical engagements on students’ understanding and appreciation of environmental, social, and climate change challenges. Data was collected to assess changes in students’ attitudes toward climate change and sustainability learning, their orientation for environmental stewardship, social change advocacy, and climate action, as well as their dispositions and competencies for partnerships and collaborations in addressing socioecological challenges. Results The findings demonstrate marked positive changes in students’ attitudes toward climate change and sustainability learning. Furthermore, there is evidence of enhanced orientation for environmental stewardship, social change advocacy, and climate action among the students. The study also reveals improvements in students’ dispositions and competencies to utilize partnerships and collaborations for addressing socioecological challenges. Discussion This study highlights the critical importance of place in sustainability and climate change education. Grounding teaching and learning in local contexts through practical, experiential approaches fosters the development of locally relevant competencies and facilitates essential connections between theoretical knowledge and lived experience. The findings underscore the potential of place-based and transgressive pedagogies to cultivate environmental stewardship, social change agency, and collaborative problem-solving skills in higher education

Climate change · Environmental resource management · Political science · Sociology · Sustainability · Transgressive · Environmental Education and Sustainability · Environmental Science · Indigenous and Place-Based Education · Tourism, Volunteerism, and Development · Ecology · Geology · Oceanography

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Open DOIOpen Access