In an era of escalating ecological crises, reimagining environmental education is both pedagogical and planetary imperative. This study confronts a critical problem: the persistent theory-practice gap in sustainability education, which often leaves graduates underequipped to address complex socio-ecological challenges. Grounded in the Experiential Learning Theory, Critical Place-Based Education, and Decolonizing Pedagogy, this pedagogical and ecological study utilized a mixed methodology by combining PRISMA-based systematic literature review and empirical field work undertaken by 45 Final-Year Undergraduate and Postgraduate Certificate in Education (PGCE) students at a South African university. The academic field trip was organized through a formal partnership between the South African University and Mokala National Park (MNP), involving structured pre-trip briefings, a compulsory three-day residential program with guided ecological and astronomical activities, and integrated post-trip reflective assignments aligned with the course curriculum. Resultsreveal that field-based activities like quadrat sampling and stargazing catalysed a shift from abstract knowledge to applied, systems-level understanding. Participants reported deepened ecological literacy, with one noting, “The data we collected made biodiversity a tangible story, not just a term.” The experience also fostered pedagogical creativity, empowering pre-service teachers to design culturally responsive, place-based lessons. The study concludes that such academic field trips are indispensable for developing ecologically literate and pedagogically agile educators. The study advances university-park partnerships that embed experiential learning within national teacher training curricula, thereby contributing to South Africa's National Biodiversity Strategy and building vital capacity for a sustainable future.
Olatoye et al. (Thu,) studied this question.