Towards a Sustainable Educational Praxis: A Theoretical Framework for Southern African Contexts,

This theoretical framework article addresses the critical need for contextually relevant, sustainable educational models in Southern Africa, moving beyond imported paradigms. It argues that persistent challenges of educational inequity, curriculum relevance, and resource constraints necessitate a distinct conceptual approach. The methodology employs a critical synthesis of African philosophical tenets, notably Ubuntu, with contemporary theories of sustainable development and the capabilities approach, analysing their convergence to form an integrated praxis. The central contribution is the proposed ‘Sustainable Educational Praxis’ framework, which repositions education as a communal, ecologically embedded process aimed at fostering societal well-being, critical agency, and resilience, rather than mere economic productivity. The article contends that educational sustainability in this context must be fundamentally rooted in indigenous knowledge systems while engaging dynamically with global discourses. Its significance lies in offering a coherent theoretical lens for policymakers and practitioners to critically evaluate and redesign educational initiatives, ensuring they are culturally congruent and future-oriented. Consequently, the framework challenges dominant neoliberal models, proposing a transformative pathway for education systems in Southern Africa to contribute meaningfully to endogenous development and ecological stewardship.