Reflective Professional Development for Climate Change Education

Abstract

Climate change is a pressing global challenge, with Africa facing heightened vulnerability due to its dependence on climate-sensitive sectors such as agriculture, water resources, and energy production. Climate Change Education (CCE) plays a critical role in fostering environmental literacy, ethical awareness, and action-oriented learning. Teachers are central to effective CCE implementation; however, evidence suggests that many African educators, despite understanding climate change issues, face limitations in subject knowledge, pedagogy, instructional resources, and continuous professional development. Reflective practice is increasingly recognised as a key mechanism for strengthening teachers' capacities, supporting adaptive teaching, and empowering learners to engage with climate challenges. This chapter highlights the need to integrate experiential, inquiry-based, and action-focused approaches into teacher professional development to promote transformative climate education and sustainable practices in African contexts.