Transformative Learning For Climate Change Awareness In Sustainable Education

Abstract

Climate change education demands approaches that reshape learners’ perspectives and actions within sustainable education contexts. This study investigates how transformative learning supports climate change awareness by examining critical reflection, experiential learning, and institutional implementation. A qualitative design was applied involving teachers and students in secondary schools and universities through interviews, classroom observations, and document analysis. The findings indicate that critical reflection encourages learners to question assumptions and develop deeper environmental awareness grounded in ethical consideration. Experiential learning connects knowledge with real-world contexts, fostering emotional engagement and motivating sustainable behaviors such as waste reduction and energy conservation. The implementation of transformative learning is influenced by curriculum integration, teacher capacity, and institutional support that enable active and reflective learning environments. The study shows that meaningful climate change education emerges when cognitive, affective, and behavioral dimensions are integrated through reflective and experiential processes. These findings highlight the importance of designing educational practices that promote critical inquiry, engagement with authentic contexts, and sustained commitment to environmental responsibility.