Leveraging the South African water crisis for authentic learning in pre-service teacher education

Abstract

Background: Water quality education is a complex socio-ecological issue that preservice geography teachers are expected to address in school curricula.
Aim: This case study examined what preservice teachers learned about water quality education and how they conceptualised authentic learning opportunities.
Setting: The study was conducted in an undergraduate geography module incorporating water-testing fieldwork to deepen understanding of water quality conservation and its pedagogical application.
Methods: Anonymous open-ended questionnaire responses from 20 students were analysed using Kolb’s experiential learning cycle and Mezirow’s transformative learning theory.
Results: Findings indicate a strong reflective–practical learning orientation. ‘Reflective Observation’ and ‘Active Experimentation’ featured most prominently in Kolb’s model, while ‘Exploration of New Roles and Actions’ and ‘Reintegration’ dominated Mezirow’s. Students demonstrated meaningful critical reflection, linking scientific inquiry with human impacts on water systems, and reported behavioural and identity shifts reflecting increased environmental responsibility. Lower levels of ‘Abstract Conceptualisation’ and ‘Recognition of Shared Experience’ suggest limited theoretical integration and peer dialogue, highlighting the need for additional scaffolding activities to strengthen conceptual framing and collaborative learning.
Conclusion: The study underscores the value of experiential and participatory approaches in water education, enabling preservice teachers to engage with real-world environmental issues and enhance geographical understanding for future teaching practice.
Contribution: Fieldwork-based water testing builds preservice teachers’ confidence to integrate authentic environmental learning into classrooms. Strengthening theoretical framing and peer dialogue may further support individual learning and collective transformation.