Abstract
<jats:p>This chapter explores Environmental Change Education (ECE) in the Foundation Phase, framed within the context of escalating global ecological crises and the urgent need for transformative educational responses. It positions environmental degradation—manifested in climate change, biodiversity loss, pollution, and resource scarcity—as both a planetary emergency and a profound educational challenge. It furthermore argues that these crises are largely rooted in unsustainable human practices characteristic of the Anthropocene, and therefore require a fundamental shift in human behaviour that must begin in early childhood education. The chapter conceptualises environmental change not only as an ecological issue but also as a matter of children's rights, highlighting the disproportionate vulnerability of young people to environmental risks. ECE is a multidimensional process that not only transmits scientific knowledge but also fosters environmental awareness and ethical responsibility, critical thinking, and active citizenship. The chapter aligns with the Curriculum and Assessment Policy Statement (CAPS), particularly in the Life Skills curriculum. Although CAPS promotes holistic development and integrated, interdisciplinary learning, teaching is knowledge-driven rather than transformative. The chapter argues that early, integrated, and creative pedagogical approaches are essential for fostering meaningful environmental understanding and long-term behavioural change. These approaches include interdisciplinary teaching and Arts-integrated teaching with the Creative and Performing Arts positioned as a powerful pedagogical vehicle. Arts-based approaches—encompassing music, drama, visual arts, and movement—enable experiential, affective, and imaginative engagement with environmental concepts, making abstract ideas accessible and memorable for young learners. As far as methodology is concerned, the researcher used a qualitative research design within a pragmatic paradigm, which prioritises practical, contextually relevant knowledge. Document analysis and literature review are used to examine curriculum policy, international practices, and pedagogical strategies related to ECE and Arts integration. To support the study's arguments, integrated lesson ideas are provided that show how environmental themes can be infused through Arts-based approaches, which help narrow the gap between theory and practice. The Integrated Curriculum Model (ICM) serves as a theoretical framework, providing a structured lens for organising content, understanding, and thematic integration. When aligned with the Foundation Phase, the ICM emphasises conceptual depth and the development of higher-order thinking while using overarching themes such as environmental sustainability. Along with ICM, other theoretical perspectives—including constructivism, socio-cultural theory, experiential learning, and critical pedagogy—also support the use of Arts integration for fostering active, collaborative, and reflective learning. Various models of curriculum integration are suggested, but particularly the synergy model, which can be meaningfully implemented while maintaining disciplinary integrity. Despite a supportive curriculum, impeding challenges include limited teacher preparation, insufficient resources, and a lack of methodological guidance for inquiry-based and integrated teaching. In countries such as Finland and Singapore, the effectiveness of inquiry-based and interdisciplinary approaches is a good example for the South African context. The critical role of teacher education in addressing challenges, such as the development of disciplinary, pedagogical, and integrative knowledge among pre-service teachers, is emphasised in the chapter. Arts-integrated pedagogy can address many of the identified challenges by enhancing learner engagement, supporting diverse learning styles, and fostering emotional and ethical connections to environmental issues. Indigenous Knowledge enriches ECE by promoting cultural relevance and strengthening learners' sense of place and environmental identity. Arts integration is presented as a resource-conscious approach that is ideal for some South African schools with limited resources. In conclusion, the chapter argues that integrated Arts-based Environmental Change Education offers a transformative approach to teaching and learning in the Foundation Phase. It assists with the holistic development of learners to function optimally as critically engaged citizens. The study provides practical insights for teachers and policymakers who are seeking to strengthen environmental education in South Africa.</jats:p>