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The development of environmentally literate persons with the awareness, information, attitudes, and skills necessary to make ethical judgments and take part in addressing environmental issues is one of the objectives of environmental education. Pre-service teacher education is one way to encourage environmental literacy, thus it's essential to provide them with the professional skills necessary to become environmentally literate individuals and educators. This study aimed to critically assess the footprints of Environmental Education within the pre-service teachers' curriculum in the universities and colleges of education in Sub-Saharan Africa.A thorough search of references and databases turned up 8550 academic articles and records, of which 19 satisfied the requirements for inclusion in a comprehensive analysis of Environmental Education in pre-service professional education. PRISMA technique was employed to demonstrate how data was collected sequentially and logically for the systematic review. The findings of the study among others include a lack of qualified lecturers in the field of environmental education at the faculties of education and a lack of framework for the teaching and learning of environmental education in most of the universities used for the analysis. It also emerged that there is a lack of clarity of EE curriculum structure in the teacher trainee universities. The study recommended that all teachers trainee universities and colleges should make environmental education modules compulsory module for all pre-service teachers and Universities should organize workshops and capacity-building programs to equip teacher educators.

In recent years, the South African government has placed a greater emphasis on transforming rural universities. This has been driven by a desire to increase access to higher education and improve the quality of education in rural areas. However, this process has not been without its challenges, among which is the fact that rural areas tend to be less developed than urban areas, making it difficult to attract and remain in the fulcrum of development. This paper is located with an Asset-Based Community Development (ABCD) approach toward transforming rural universities in South Africa. A systematic review approach was employed to investigate the problem, which enabled the researchers to draw logical conclusions from the findings of exhaustive literature to address the problem of the paper. After systematic scrutiny, inclusion and exclusion criteria were operationalized by limiting to 8 relevant articles. The databases used were Google Scholar, ResearchGate, Scopus, JSTOR, ScienceDirect, Web of Science, and Education Resources Information Centre (ERIC). Findings revealed that Inequality, Poor physical infrastructure, and Lack of Information and Communication Technology (ICT) infrastructure and training support in Rural Universities were dimensions against rural university transformation in Africa. The paper, therefore, concludes that rural universities (RUs) are grappling with several challenges thwarting their efforts in delivering quality teaching and learning with the recommendation that adequate infrastructure, policy change, and provision of academic support for students should be provided.

The global community is faced with environmental threats due to climate change. The problematic process of societal transformation involved in responding to climate change. Reviving climate change education in educational institutions can provide a strong impetus for societal change.  Future leaders, professionals, and citizens are significantly shaped by the knowledge, attitudes, and abilities they acquire in universities. This paper then sought to unpack strategies employed by universities to advance climate change education. Transformational paradigm and social change theory are the underlying philosophical view for this paper. Curriculum integration, a holistic approach, experiential learning, community engagement, faculty development, campus sustainability, policy advocacy, developing student leadership, partnerships, and collaborations are some approaches to reviving climate change education that came to light from the paper. By implementing these approaches, universities may position themselves as hubs for climate change education, research, and action, raising a generation of conscious, involved, and equipped individuals ready to lead societal transformation in the direction of a sustainable future.