Greening the TVET Colleges in a Posthumanistic Era: The Whole Institutional Greening Approach
Kgaogelo J. Masemene 
& Makeresemese Rosy Mahlomaholo
Issue: Vol.6 No. 7 2025 Article 5 pp.478 – 491
DOI : https://doi.org/10.38159/jelt.2025675 | Published online 28th July, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This study adopted the Whole Institutional Greening Approach as a strategy to strengthen green skills development in one of the TVET colleges in Mpumalanga, South Africa. The study aims to transform the campus’ processes, programs, products and services in line with the green paradigm. The study was qualitative and adopted the Participatory Action Research (PAR) methodology. This allowed the interested and affected stakeholders to be involved in all the interactive stages of PAR through document analysis, workshops and discussion meetings. The Posthumanism Theory framed the study to challenge the anthropocentric and individualistic approaches to education and training in the TVET colleges. The multidimensional and multiple-perspective nature of green skills also requires competencies that are beyond Eurocentric approaches to education and training. Posthumanism theory therefore brings central ideas of multiple relationalities, dependency and entanglement of humans, non-humans and beyond-humans entities in education and training. The Three dimensions of Critical Discourse Analysis, including text, discursive, and social structural practices, were used to analyse and interpret data. The major findings of the study were the inconsistent and uncoordinated green skills practices on the campus. This is a result of individualised, fragmented and ad hoc program approaches to green skills development, with no attempt to mainstream and address challenges of implementation. The adoption of the Whole Institutional Greening Approach was effective in addressing the key integrated aspects of the greening processes, including the institution’s green policy, green competency framework, the greening of the curriculum, and capacity building and support.
Keywords: Green skills, Technical and Vocational Education and Training, Participatory Action Research, Posthumanism, Critical Discourse Analysis.
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Dr. K.J. Masemene, is a lecturer at Technical and Vocational Education Training (TVET) College in Gauteng. South Africa. She completed a Teacher’s Primary Education Diploma in 1995, a Bachelor of Education degree in Environmental Management in 2009, and a Bachelor of Honours degree in Environmental Management in 2012. She pursuit her Masters Degree of Education in Environmental Education completed in 2021, and her PHD in Social Sciences completed in 2024. Her research interest include Curriculum studies, Geography, Environmental Education and Management, and Climate Change Education. Her current research involves developing strategies for strengthening green skills development with the focus on TVET colleges.
Makeresemese Rosy Mahlomaholo has a PhD is Curriculum Studies where she advances boundaries of knowledge around what is termed critical accounting education. To date as a lecturer, she uses transformation as the backdrop against which she paints the tapestry of her research. She is currently focusing on Green Accounting, Posthumanism and the Fourth Industrial Revolution with its attendant concepts of Adaptive Learning, block chaining, use of sensors and sophisticated mathematical algorithms has taken her to new heights.
Masemene, Kgaogelo J., and Makeresemese Rosy Mahlomaholo. “Greening the TVET Colleges in a Posthumanistic Era: The Whole Institutional Greening Approach.” Journal of Education and Learning Technology 6, no. 7 (2025): 478–91. https://doi.org/10.38159/jelt.2025675.
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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