Equipping teachers to drive a Sub-Saharan green transition

Several Sub-Saharan African universities have partnered with global institutions, including other higher education institutions, to equip teachers with the skills and knowledge to drive the green economy through the Sustainability Starts with Teachers Leadership (SST-L) project, also known as the Sub-Saharan African Teacher Leadership for Education for Sustainable Development, which was launched recently in Johannesburg, South Africa.

The project is built on the idea that the transition cannot be successful without clear thinking about the processes that drive the green economy, including the carbon footprint, sustainable use of natural resources, and inclusivity.

Dr Manoah Muchanga, who has been working with the geography, climate change and environmental education section at the University of Zambia’s (UNZA) school of education for over 14 years, told University World News that these processes can only be championed with those who have the necessary skills and knowledge.

The project aims to address critical teacher gaps in Sub-Saharan Africa by equipping educators and teacher leaders with the ability to improve the next generation’s knowledge, skills and values for sustainable development, green economies, and culturally diverse and inclusive societies.

Muchanga emphasised that climate change education is critical for the green economy but must go beyond technical knowledge to include skills and attitudes that influence behaviour and the adoption of sustainable practices and emission mitigation.

“There has been a missing link with the exclusion of behavioural education and approaches when tackling climate change and sustainability challenges, yet these issues are primarily behavioural. For us to achieve a low carbon footprint, there is a need to build the capacities of our graduates who will go out there to influence behaviour change in people to adopt attitudes and practices that promote low emissions,” he said.

He added that one of the key challenges has been inadequate capacity to integrate climate change education effectively into various subject areas at educational institutions.

“We understand that the teacher is an agent for implementation of the curriculum and, when the teachers are not well trained or fully equipped with the proper skills, knowledge and attitudes, then the mention of climate change education remains just a text in the document,” Muchanga warned.

Mass training of educators

In line with the need for well-equipped teachers, the project aims to train masses of educators to effectively embed climate and sustainability education in classrooms.

Funded by the European Union through the Erasmus+ initiative, it brings together 10 partners, including UNESCO; Rhodes University, South Africa; the University of Malawi; Kenyatta University, Kenya; the University of Zambia, the Jomo Kenyatta University of Agriculture and Technology, Kenya; The Copperbelt University, Zambia; the University of Namibia, the University of the Witwatersrand, South Africa; the National University of Science and Technology in Namibia, the Catholic University of Malawi, the Leuphana University of Lüneburg (Germany); the Pädagogische Hochschule (Heidelberg University of Education), Germany; and the University of Crete in Greece.

“UNZA is also part of a consortium of universities that are spearheading an initiative that is aiming to train over 40,000 teachers through the Facility for Action for Climate Empowerment to Achieve the Nationally Determined Contributions (FACE-NDC) project on how best to mainstream climate change and sustainable development content into their teaching processes to influence the behaviour of the young learners whom we expect to use that knowledge to influence their own communities,” Muchanga said.

“We foresee a collection of well-trained graduates who will influence decision-making and strengthen already existing interventions towards mitigating climate change.

“Training experts in climate change and renewable energy education will help to drive behaviours, practices and policy changes in Zambia and across Africa,” he believes.

Integrated approach

Similarly, in Zambia the FACE-NDC project seeks to integrate climate change education into the country’s formal and non-formal education systems.

Launched in October 2023 and running through 2030, the project is a collaborative effort between the United Nations’ Food and Agriculture Organization (FAO), the United Nations Institute for Training and Research, or UNITAR, UNESCO, UNZA and the Copperbelt University.

The project, which is being piloted in Zambia, will develop context-specific climate change educational materials and curricula that will be exported to other countries across Africa and beyond. The project supported the National Education Curriculum Framework which was launched on 15 November 2024 and is aimed at taking climate change education into the mainstream in the Zambian education system.

Beyond curriculum reform, the FACE-NDC project will also enhance institutional and human capacities to support green transitions, particularly in the agriculture, forestry and energy sectors. For example, in January 2025, the project advertised 10 masters and PhD scholarships in renewable energy and green innovations, as well as behavioural science for climate change mitigation. Scholarship awardees will benefit from enhanced teaching materials that are being developed through the project.

According to Vincent Ziba, national coordinator of FACE-NDC, the project is about more than curriculum change.

“It’s about building the capacity of university staff involved in climate education and research, while also enhancing the physical infrastructure, such as renewable energy laboratories, to better equip these institutions for the green transition,” he explained.

The project aims to strengthen climate change education from early childhood through to tertiary levels, ensuring that future generations are equipped with the knowledge and skills to address climate change and sustainability challenges.

“FAO’s support will ensure the institutionalisation of climate change education within Zambia’s education system,” Ziba added. “By utilising existing structures such as colleges of education and teacher training programmes, and by improving both infrastructure and knowledge development, FAO is helping Zambian universities to overcome current barriers and build the skills necessary for sustainable development.”

The FACE-NDC project is generously supported by the International Climate Initiatives with an injection of more than €17 million (about US$18.9 million), according to the official website.

Pod supports innovation

At Copperbelt University (CBU), the Mukuba University Innovation Pod (UniPod), which is supported by the United Nations Development Programme, or UNDP, was established to expose students to concepts of design thinking and product realisation, to provide equipment which enables prototyping of innovations, and to establish a platform for innovators to receive guidance from faculty staff concerning their design projects.

Dr Justine Ngoma, head of the department of biomaterial science and technology at the school of natural resources at Copperbelt University, told University World News that the innovation pod, which serves as a conduit to the pan-African timbuktoo hubs, encourages the prototyping and testing of innovations that can be developed into commercially viable products, while driving Sustainable Development Goal (SDG) 9 in support of industry, innovation and infrastructure, and SDG 8 on decent work and economic growth.

“The objective of the UniPod is to create a platform for young people in their university years to engage in creative and bold thinking while they are still immersed in learning, absorbing great amounts of knowledge, and eager to find their place in the world. Additionally, the UniPod aims to increase female representation within the innovation ecosystem by ensuring that 50% of innovators in each programme are female.

“As the first space of its kind in the country, the UniPod brings together academic excellence and state-of-the-art technology to transform bold ideas into ground-breaking realities, which include developing models to analyse Zambia’s energy system, and informing infrastructure planning,” Ngoma said.

The UniPod comprises several specialised areas to support various stages of innovation. These include a design lab and a ‘maker space’ which is a facility for developing working prototypes using modern digital fabrication machines and tools.

A sound-recording studio and podcast space, textiles and fabrics lab, and a multifunctional area for networking events and community-building activities are also part of the centre.

Beyond innovation, Copperbelt University Africa Centre of Excellence for Sustainable Mining, established under the World Bank’s ACE (African Centre of Excellence) II initiative, addresses environmental challenges by restoring mined and derelict environments, monitoring biodiversity, and promoting sustainable mining practices.

Copperbelt University’s school of natural resources offers programmes focusing on sustainable natural resource management and climate change, equipping students with knowledge and skills to address climate-related challenges in sectors like agriculture, forestry, and energy.

Ngoma said: “This educational focus supports Zambia’s National Policy on Climate Change, which emphasises promoting climate-smart agricultural technologies, the use of renewable energy, and strengthening resilience in key economic sectors affected by climate change.”

Different expertise for different challenges

In their quest to drive sustainability, universities have faced many challenges hindering learning and research in critical fields related to the SDGs, particularly ageing infrastructure such as outdated laboratories, lecture rooms, and student facilities, which is prevalent at many institutions.

“There is limited integration of sustainability and climate change education in traditional programmes. Students also lack the understanding to participate in SDG-focused initiatives. This is why the establishment of a UNESCO chair to integrate education for sustainable development into science and teacher education curricula has been crucial,” Ngoma said.

Muchanga emphasised that achieving Zambia’s NDC goals – especially the 47% emissions reduction target by 2030 – requires sustained interdisciplinary collaboration, adequate funding and strong institutional frameworks led by trained technocrats and decision-makers.

“There is a need for interdisciplinary expertise to address these challenges, and there is a need for international collaboration to open funding opportunities and to ensure that there are adequate resources to sustain the implementation of various interventions around climate change education,” he said.

Ziba added that FAO was working with government and educational institutions to develop sustainable strategies for curriculum integration to ensure that universities overcome obstacles such as limited financial and technical capacity.

“FAO’s broader vision for Africa is to foster robust partnerships between universities and research institutions to drive sustainable development. By strengthening education and research capacities, particularly in areas such as climate resilience, agri-food systems, and renewable energy, FAO aims to contribute to the achievement of the SDGs across the continent.”