Climate change and food insecurity are interconnected global challenges that require education systems to move beyond knowledge transmission toward transformative and sustainability-oriented learning approaches. Despite growing emphasis on Education for Sustainable Development (ESD), many teachers struggle to translate sustainability concepts into meaningful classroom practices. This study examines how an ESD-focused professional learning intervention can strengthen teachers’ capacity to integrate climate change and food security into their teaching. The study was conducted within the South African context and was guided by a critical constructivist framework that emphasises participatory and context-responsive learning. A qualitative participatory intervention design was adopted involving in-service teachers who participated in a structured professional development programme. The intervention consisted of a series of collaborative workshops aimed at developing teachers’ understanding of climate change, sustainable food systems, and ESD-oriented pedagogical strategies. Teachers were further supported in designing and implementing lesson plans that connected sustainability issues with learners’ everyday experiences and local community contexts. Data were generated through semi-structured interviews, reflective journals, classroom observations, and analysis of teachers’ lesson plans collected before, during, and after the intervention. Thematic analysis was used to examine shifts in teachers’ conceptual understanding and pedagogical practices. Findings indicate that the intervention supported a shift from fragmented, content-driven teaching toward more integrated, inquiry-based approaches that linked climate change and food security to local realities. Teachers increasingly incorporated problem-solving activities, project-based learning, and community knowledge into their lessons. The study highlights the potential of ESD-focused professional learning interventions to support curriculum transformation and empower teachers to address.

Authors:
Glen Legodu, University of the Free State, South Africa
Seleke Benjamin, Walter Sisulu University, South Africa

About the Presenter(s)
Dr Glen Lentikile Legodu, Senior Lecturer and Programme Director at the University of the Free State. His interests include Science and Agricultural Education, PCK, inquiry-based teaching, and ESD. His current work focuses on curriculum alignment and

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