AKU: An African Journal of Contemporary Research

This study investigates how school leaders in Society of the Holy Child Jesus (SHCJ) schools across Africa interpret and implement ecological literacy within their institutions. Using a Grounded Theory approach, qualitative data were collected from 20 leaders in Nigeria, Ghana, Chad, and Kenya and analyzed through open, axial, and selective coding. Findings reveal that ecological literacy is widely valued but remains informally structured, often embedded within subjects such as Biology, Agricultural Science, and Geography rather than taught as a distinct curriculum area. Experiential practices, including recycling, tree planting, waste segregation, and Laudato Si clubs, enhance student engagement, yet systemic challenges such as behavioral resistance, limited parental involvement, and lack of institutional support constrain impact. A core category, Ecological Literacy as Negotiated Transformative Practice, emerged, highlighting the tension between teacher-driven innovation and the absence of formal curriculum frameworks. Beyond the school context, ecological literacy is linked to broader sustainability challenges in Africa, including biodiversity loss, deforestation, and waste-related public health risks. The study concludes that effective ecological education requires alignment between curriculum structures, teacher agency, and community participation. By situating ecological literacy within faith-based education, this research contributes a practice-based understanding of how leadership can drive curriculum innovation for sustainability and public health resilience in resourceconstrained contexts.

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