The main purpose of this study was to evaluate the impact of Life Sciences teacher training workshops co-ordinated by the Fundisa for Change Programme whose aim was to strengthen environmental learning in science teacher education. As specified by the programme, Fundisa for Change’s core objective is to strengthen the teaching of environmental concepts in schools. Due to continually emerging environmental crises and uncertainties, many of the environmental topics in the curriculum are new to Life Sciences teachers. Consequently, this affects how the topics are taught to learners in schools. The study employed Margaret Archers Realist Social theory as a lens. There were 12 Life Sciences teachers who took part in this study. Data was collected using qualitatively approach where case study research design was employed. Furthermore, the study used purposive sampling technique of Life Sciences teachers from 10 schools. Face to face, data collection method was used and thematically data analysis technique was employed. The results showed that Life Sciences teachers need relevant professional development workshops that improves their content knowledge, pedagogical teaching methods and assessment techniques. This implies that programmes such as Fundisa for Change provided additional skills to Life Sciences teachers in teaching content based on education for sustainable development (ESD).
life sciences, environmental education, realist social theory, teaching methods, Structure, Culture and Agency