About the Book
As the global impacts of climate change increase, education systems prepare students to understand, mitigate, and adapt to environmental challenges. Teacher development for climate action is essential, equipping educators with knowledge, pedagogical skills, and confidence to deliver effective climate change education across disciplines. By integrating scientific literacy, critical thinking, and sustainability values into classroom practice, teachers can foster informed, responsible citizens capable of driving meaningful environmental change. Strengthening professional development programs may ensure climate education is accurate, engaging, and action-oriented, transforming schools into catalysts for climate resilience and sustainable development. Teacher Development for Climate Action: Climate Change Education explores education for sustainable development, emphasizing climate change education within teacher development and higher education institutions. It examines how global climate-induces events may be captured in curriculum, as well as new strategies for tackling climate change through environmental advocacy, instructional design, pedagogy, and research in science education. This book covers topics such as education policy, STEM education, and sustainable development, and is a useful resource for educators, policymakers, academicians, researchers, and scientists.
About the Author :
Dumsani Mncube is an associate professor at Unisa's College of Education, Department of Curriculum and Instructional Studies. He holds a PhD in Curriculum Studies from the University of Zululand. In 2003, he was awarded a Ford Foundation Fellowship to study a Master of Science in Environmental Management at the University of the Witwatersrand. His career in Higher Education spans over 19 years. He specialises in Curriculum Studies, Environmental Education, Climate Change Education, Self-Directed Learning and Higher Education. Prof Mncube edited the IGI Global book chapters: Advancing Self-Directed Learning in Higher Education (2022-2023). He also published a book on Climate Change entitled Education and Climate Change: Discovering Strategies for Individual and Collective Action, which was recently published in May 2025. Prof Mncube was a project coordinator for the Keep it Cool Climate (KIC) Change Education project from 2020 to 2022. To date, Prof Mncube has published over 50 research articles in SAPSE-accredited journals and 16 book chapters and is currently an editor of three books (AOSIS, BRILL, and Routledge). He has attended several international and national conferences, allowing him to grow as an academic and researcher. He has supervised over 20 master’s students to completion and 4 PhD students to completion. Three of these master’s students and two PhD students graduated in 2025. Anriët van Deventer is a PhD graduate in Humanities Education from the University of Pretoria, South Africa. She currently serves as a lecturer in the Department of Language Education, Arts and Culture, College of Education, School of Teacher Education, at the University of South Africa (UNISA). Her academic work focuses on Creative Arts education, Design Thinking, Open Distance e-Learning (ODeL), curriculum transformation, and the integration of emerging technologies, including artificial intelligence, into teaching and learning. Dr Van Deventer teaches across undergraduate and postgraduate programmes, specialising in Arts Methodology in Creative Arts for the Intermediate, Senior, and Further education and training phase, including Dramatic Arts, Design, and Visual Arts. She is actively involved in module development, digitally mediated pedagogy, and student support within online learning environments. In addition to her teaching responsibilities, she supervises postgraduate research and contributes to academic scholarship through conference presentations and research outputs. Her scholarly interests centre on advancing inclusive, transformative Arts education that integrates Africanism, creativity, critical thinking, climate change education and artificial intelligence. Dr Van Deventer is committed to fostering reflective practitioners and contributing to the development of innovative, contextually responsive curricula in higher education.
