Subarea Name: Education for sustainable development AND Arts in Communities

Subarea Leader: Prof Anette Hay

Deputy Leader: Dr Irene Muller & Dr Merna Meyer

Email Address: Anette.hay@nwu.ac.za

Website Contact Person: Prof Anette Hay

Subarea Members:

About the Subarea:

ESDA (Environmental and Sustainable Education and the Arts) aims to bridge daily realities and sustainable actions by transforming ordinary classrooms into active, living spaces within local communities. Integrating unique Indigenous Knowledge Systems (IKS) into standard school curricula deepens this educational experience by anchoring abstract global sustainability concepts directly to tangible, place-based ecological wisdom. Within primary and high school subjects such as Natural Science and Geography, IKS highlights time-tested sustainable agricultural practices and traditional medicinal plant use. Social sciences examine historical Indigenous land management policies, such as customary totems and cultural resource taboos, while Creative Arts utilises ancestral folklore and socially engaged cultural and art-based practices to ensure that these authentic heritage practices are preserved, respected, and effectively applied to contribute to resilient and sustainable futures. The entity focuses on IKS, systems thinking as a powerful pedagogical approach, and interconnected, participatory, community-engaged, art-based methods that help young students map how daily human activities, economic structures, social factors, and political systems drive or disrupt global ecological cycles. This sub-area contributes to COMBER by advancing community-engaged, interdisciplinary research that connects teaching, learning, and scholarship with the needs of society. Through reciprocal partnerships with schools, communities, environmentalists, artists, and policymakers, the entity demonstrates how environmental, cultural, and social challenges can be addressed. Its significance lies in generating sustainable, locally relevant knowledge that integrates Indigenous Knowledge Systems, creativity, and systems thinking. The entity strengthens COMBER's commitment to transformative education, social innovation, community empowerment, and research that contributes to resilient communities aligned with the Sustainable Development Goals.

Research Focus Areas

Education for sustainable development (ESD) in communities.

Arts in communities

Participatory and socially engaged community-based research

Current Research Projects

Research Outputs

Journal Articles

Irene Muller Journal articles 2023 – 2026

1. Muller, I. 2026. Project-based learning and PALAR - pillars in the quest for transdisciplinary learning in STEAM. African Journal of Research in Mathematics, Science and Technology Education. In press
2. Heystek, S.E., Richter, B.W., Muller, I. & Golightly, A. 2025. The implementation of problem-based learning in education for sustainable development: pre-service teachers' voices. International research in Geographical and Environmental Education. https://doi.org/10.1080/10382046.2025.2485913
3. Muller, I. 2025. Storytelling: A teaching technique to infuse indigenous knowledge in physical science pre-service teacher training. European Journal of Mathematics and Science Education, 6(2), 113-126. https://doi.org/10.12973/ejmse.6.2.113
4. Muller, I. 2024. Lessons learned from pre-service teachers when implementing the lesson study approach and inquiry-based learning. African Journal of Teacher Education and Development, 3(1). DOI: https://doi.org/10.4102/ajoted.v3i1.48
5. Muller, I. 2023. Photovoice methodology to promote Education for Sustainable Development. South African Journal of Higher Education, 37(2): 167 – 184.   https://www.journals.ac.za/sajhe/article/view/5284

Anette Hay Journal articles 2023 – 2026

1. De Sousa, LO, Nakamatsu, Y, Hay, EA, Dzerefos, C, Raath, S, 2024 Reflections of Japanese lesson study to enhance teacher professional development., Educational Research for Social Change. Volume 13 (2), p 25-45 DOI: 10.5281/zenodo.14031245 
2. Hay, A. & Zimamane, Z. 2025. Capacity-building activities to foster sustainability: A systems thinking in practice approach. Environmental Education research. Open Access: Doi: https://doi.org/10.1080/13504622.2025.2543508 
3. De Sousa, L. & Hay, A. 2026. Experiences of South African primary school teachers fostering practical education for sustainable development activities: a PAR approach. Perspectives in Education journal. In press.

Books/Book Chapters

Irene Muller

Irene Muller. 2019. Experiences on Education for Sustainable Development. In Leal Filho, W. (eds) Encyclopedia of Sustainability in Higher Education. Springer, Cham. https://doi.org/10.1007/978-3-319-63951-2_15-1.

Subsidised books

OASIS BOOK SERIES 2026 VOLUME 3 (IN PROCESS)

Angula, A. & Muller, I.  2026.  A Lesson Study approach for Grade 10 -11 Biology teachers: A framework to foster teaching praxis in education for sustainable development.  In Hay, J., Hay, A. & Muller, I. (eds). Global Citizenship Education for Sustainable Development. 

Magaya, R. & Muller, I.  2026 Improving school waste management practices by implementing YPAR to enhance education for sustainable development. In Hay, J., Hay, A. & Muller, I. (eds).  ).  Global Citizenship Education for Sustainable Development. 

Mua, A., Muller, I. & Hay, A.  2026.   Integrating ESD into schools via practical green-space activities: A PAR approach. In Hay, J., Hay, A. & Muller, I. (eds). ).  Global Citizenship Education for Sustainable Development. 

Tsieng, T., Muller, I. & Hay, A. 2026. Grade 11 Geography learners as citizen scientists: Raising air quality awareness through Classroom Action Research. In Hay, J., Hay, A. & Muller, I. (eds). ).  Global Citizenship Education for Sustainable Development. 

Hay, J. & Muller, I.  2026. An integrative view on global citizenship education for sustainable development.  In Hay, J., Hay, A. & Muller, I. (eds).  ). Global Citizenship Education for Sustainable Development. 

OASIS BOOK SERIES 2025 VOLUME 1

Irene Muller. 2025. Project-based teaching, citizen science and Education for Sustainable Development - a sound partnership to youth-centered teaching and learning. In De Sousa L., & Koen, M. (eds). Collaborative community partnerships across education settings.  https://books.aosis.co.za/index.php/ob/catalog/book/432.

VAN SCHAIK BOOK SERIES 2023 

Irene Muller and Josef de Beer. 2023. The Science teacher as a reflective practitioner and researcher. In Petersen, N., Ramnarain, U., Kruger, D., Lubbe, A., and Mavuru, L. Science teacher learning for the 21 st century and beyond. Pretoria: Van Schaik. ISBN: 978-0-627-04011-5 

Textbooks

Physical Science Textbook International School Curriculum 

Du Plessis, S., Govender, V., Muller, I., Roets, L., Sliedricht, C, and Van Schaar, C. 2023. Physical Science further studies: Physics Textbook and Workbook 2. Johannesburg: Doc Scientiae.ISBN: 978-1-1991210-10-4 

Anette Hay:  OASIS BOOK SERIES 2024 VOLUME 1

1. Palmer, M., Richter, B., Dzerefos, C.M. & Hay, A. 2024. The Use of Entomophagy Learning Resources in Natural Science and Technology to Foster Education for Sustainable Development in Primary Schools. In: COLLABORATIVE COMMUNITY PARTNERSHIPS ACROSS EDUCATION SETTINGS. Editors: Mariette Koen* Luiza de Sousa. AOSIS BK432 DOI: https://doi.org/10.4102/aosis.2024 BK432
2. Matsekoleng, T. & Hay, A. 2025. South African Preservice Teachers' Experiences About Traditional Environmental Practices: A Participatory Action Research Method. In: ENABLING INDIGENOUS KNOWLEDGE SYSTEMS IN ACTION RESEARCH AND ACTION LEARNING. IGI Global Scientific Publishing. DOI: 10.4018/979-8-3693-3542-0.ch014 

OASIS BOOK SERIES 2026 VOLUME 3 (IN PROCESS)

1. Hay, A & Zimamane, Z. 2026. Preservice teachers’ understanding of the interconnectedness of sustainable environmental dimensions when developing a systems thinking concept map for meaningful teaching and learning. In: Global theoretical perspectives on citizenship education for sustainable development. Editors: JF Hay, A Hay & I Muller. AOSIS 
2. Tsieng, T., Muller, I. & Hay, A. 2026. Grade 11 Geography learners as citizen scientists: Raising air quality awareness through Classroom Action Research. In Hay, J., Hay, A. & Muller, I. (eds).  ).  Global Citizenship Education for Sustainable Development.
3. Mua, A., Muller, I. & Hay, A.  2026.   Integrating ESD into schools via practical green-space activities: A PAR approach. In Hay, J., Hay, A. & Muller, I. (eds). ).  Global Citizenship Education for Sustainable Development. AOSIS
4. Fransman, A & Hay, A. 2026. Experiences of Foundation Phase teachers using tangible resources to teach about sorting and recycling for waste reduction. In: Global theoretical perspectives on citizenship education for sustainable development. Editors: JF Hay, A Hay & I Muller. AOSIS 
5. Hay, JF. & Hay, A. 2026. Global theoretical perspectives on citizenship education for sustainable development. In: Global theoretical perspectives on citizenship education for sustainable development. Editors: JF Hay, A Hay & I Muller. AOSIS 

Merna Meyer

1. Meyer, M, Erasmus, E & Hesse, L 2026, ‘Developing entrepreneurial mindsets through an arts-based playful project-based learning workshop’, in A du Toit, S van Zyl & A Golightly (eds.), Self-directed entrepreneurial learning, NWU Self-Directed Learning Series, vol. 16, AOSIS Books, Cape Town, pp. 179–205.     https://doi.org/10.4102/aosis.2025.BK545.08 ISBN: 978-1-77995-386-5BK545.08

Conference Presentations

Irene Muller - Conferences

LOCAL

INTERNATIONAL

Workshops presented

Link: WORKSHOPS

CARN Conference 5 – 7 Nov 2026 Utrecht Netherlands

Anette Hay: Conference Presentations

International

Paper delivered at ISSS international conference Kruger National Park South Africa. Environmental justice competencies and systems thinking in pre-service teacher education. 17 -23 June 2023.

2024     Paper delivered at SASUF Sweden. Promoting education for a sustainable society in teacher education curricula. A case of EDTM 312 module offered at North-west university. 11 – 18 May 2024, Sweden.

2024     Paper delivered at International Conference on Action research – ALARA in Sydney Australia. A PAR approach to environmental justice competencies and systems thinking in preservice teacher education. 7 – 8 November 2024.

2026     CARN conference 5 – 7 November 2026, Utrecht Netherlands

Dr Merna Meyer

2026: 12th International Conference on Education (ICEDU), held from 26–28 March in Bali, Indonesia. Fostering futures: arts-based service-learning to transform career guidance and employability in South African schools.

ISATT Regional Conference in Maseno University, Kisumu Kenya, from 29th June 2026 – 3rd July 2026. Strengthening School-Community Partnerships: Fostering Service-Learning in initial teacher training towards socially responsive and sustainable environments

Postgraduate Research

Dr Irene Muller’s students:

1. R Magaya (Promotor) Ph D

Improving school waste management practices by implementing YPAR to enhance education for sustainable development 

2. N Madonsela (Supervisor) M Ed 

Integrating GIS technology activities in Grade 10 Geography: A Lesson Study Approach to enhance learners’ mapwork skills.

3. A Olivier (Supervisor) Structured M Ed

From patterns to pedagogy: An experimental learning approach to enhancing pedagogy in pre-service mathematics teachers.
 

4. A vd Westhuizen(supervisor)  M Ed

Awaiting proposal

5. Mthembu, Nelisiwe Eveline M Ed

Working on proposal

Prof Anette Hay’students

1. P Madija (L Nkhahle co-supervisor)
2. T Bezuidenhout (Promotor)
3. Caroline Tautse (C Olivier co-supervisor)
4. Lindo Makelani (K Khule co-supervisor)
5. Letsika Leqoalane (Prof Tarisayi co-promotor)
6. Sanli Heystek (promotor)

Dr Merna Meyer’s students

1. E Rossouw (Prof S Romylos, co-supervisor: PhD Languages): Preparing FET English for Education pre-service teachers to create queer-affirming spaces through Theatre Workshop: A PALAR approach.
2. W. Moloi (Promotor: PhD Curriculum Studies): Developing career guidance for the Grade 11 learners through art-based methodologies toward employability and self-efficacy.
3. Swanepoel, Simone (Prof M Neethling, Co-supervisor – structured Master's): Exploring inclusive practices through art-based methods to enhance equity in the Grade 7 Senior Phase English class.
4. Gabisile Ndimande (Dr C. Mayombe, Co-supervisor – structured Master's). Exploring challenges affecting the implementation of vocational and occupational programmes in Ekurhuleni TVET colleges, South Africa.

Collaborations and Partnerships

1. Extraordinary Professor: Prof Fiona Blaikie, Brock Education Faculty, St Catherines, Vancouver, Canada – appointed 2026 – 2028.
2. First phase engagement: establish MoU partnerships with Kenya, Maseno University, Kisumu County, and Zambian University, Zambia.

Community Engagement Activities

1. Service-Learning Project: Fostering Futures: Career guidance in the Senior Phase – Grade 9 through art-based methodologies.
2. Fostering Futures: Career guidance with the Grade 11’s Towards vocational training through art-based methods. 
3. Adopt-a-Park: Recreation & Skills development

Funding and Grants

1. Dikoko project: R62 000
2. EJ project: R67 000
3. Fostering Futures: R150 000 (CE funding)

Research Impact

Indigenous knowledge is regarded as the unique knowledge a student holds regarding scientific concepts as part of his or her culture. Awareness of cultural knowledge and the co-existence of indigenous – and scientific knowledge in Physical Science and Geography, but also in other subjects needs to be explicitly taught to pre-service teachers as infusion of indigenous knowledge in curriculum is displayed in curriculum documents of South African schools (DBE, 2011).

Education: Art-based methods transform teaching and learning by enabling learners to explore their identities, aspirations, and career pathways through creative, experiential, and participatory approaches. By integrating Environmental and Social Sciences, IKS, pre-service teachers develop critical thinking, creativity, collaboration, self-directed learning, and entrepreneurial mindsets. These competencies help them to prepare learners to make informed career choices while embracing sustainable lifestyles and responsible citizenship. 

Policy: The research provides evidence-based models for embedding arts-based career guidance within school curricula, teacher education, and community engagement initiatives. It informs educational policy by demonstrating how creative pedagogies contribute to inclusive, equitable, and sustainable education aligned with national priorities and the Sustainable Development Goals. The findings support the integration of indigenous knowledge, culture and lifelong career development into education policy and practice. 

Communities: Through partnerships with schools, teachers, families, community organisations, artists, and local leaders, the project strengthens community participation and social cohesion. Arts-based initiatives, including murals, storytelling, exhibitions, and creative workshops, encourage collective reflection on sustainable livelihoods, environmental responsibility, and local opportunities. These collaborative processes empower communities to co-create solutions to social and environmental challenges, preserve cultural heritage, and enhance resilient, environmentally responsible citizens who contribute to sustainable living and local economic development.

Future Research Directions

Project 2026 – 2028: Dr Robson Mukwambo’s project will empower women and unemployed youth in marginal areas to become change agents in their communities. Although climate-smart interventions exist, women and youth remain constrained by structural inequalities and are largely excluded from meaningful learning, leadership, and decision-making processes, while Indigenous Knowledge Systems are marginalised. Consequently, there is limited understanding of how participatory, community-based learning and knowledge co-production can enhance adaptive capacity and leadership skills of women and youth, necessitating investigation through a Participatory Action Learning and Action Research (PALAR) approach.

Project 2026 – 2028: Career and skills development for high school learners. The project on Career guidance in the FET phase, aimed at changing mindsets and employability needs, needs to be approved by the Faculty’s community engagement department. There is a huge need in communities for young people to receive vocational training and get jobs for sustainable living. If this project application is granted, 400 learners will be served yearly to ensure they receive vocational or skills training. Two PhD students will help develop career guidance applications and community centres for the vocational training of our youth. Programmes and leadership management for sustainable communities will be promoted.

Future Research Directions

The Art Education in Communities leg will expand interdisciplinary and community-engaged research that advances Environmental and Social Sciences through arts-based methodologies. Future priorities include developing scalable models for career guidance through art-based methods that integrate Indigenous Knowledge Systems, systems thinking, and sustainability education across diverse educational contexts. The sub-area will strengthen longitudinal research to evaluate the long-term impact of arts-based interventions on learners' career aspirations, entrepreneurial mindsets, and community resilience and social cohesion. Research will further explore digital and immersive technologies, including virtual exhibitions and creative digital storytelling, to broaden community participation and access to arts-based learning. 

A key priority is to establish regional and international research collaborations that support comparative studies, co-supervision of postgraduate students, and knowledge exchange across Africa and beyond. The entity will also contribute to curriculum innovation, teacher professional development, and policy research by generating evidence-based frameworks that inform sustainable education practices. Through these initiatives, the entity aims to strengthen the relationship between higher education, communities, and policymakers while contributing to the Sustainable Development Goals and fostering socially responsive, culturally inclusive, and environmentally sustainable futures.

Resources

Mr Letsika Leqoalane’s article: http://dx.doi.org/10.17583/ijelm.19782

Art education: 

The first virtual arts education conference presented by NWU. Many programmes are still current and timeless, such as student interviews with legendary artists: https://education.nwu.ac.za/ssasea/conference-programme

MOOC training conducted

Gallery

Newsclip (MoU relationship building)

Strengthening University Partnerships through International Collaboration with Kenya and Zambia

Drs Elize Kung and Merna Meyer together with the deanery of Maseno University and chairperson of the ISATT educational organisation

Watching rugby at sunset next to Lake Victoria, Kisumu, Kenya

Delegates at the ISATT conference including Dr Christiana Afrikaner (President of AU Policy), dr Merna Meyer and Elize Kung.

IN ZAMBIA

Prof Cheela Chilula, Drs. Merna Meyer and Elize Kung with the Dean of Education Prof Milundi, at the University of Zambia in Lusaka.

Fostering Futures project 2nd semester 2026.