Climate change presents unprecedented challenges globally, with Southern Africa being particularly vulnerable due to its economic and environmental dependencies on natural resources. However, Adult Learning and Education (ALE) is perceived as a vital element in terms of building resilience and equipping communities with the skills and knowledge needed to adapt to and mitigate the effects of climate change. According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), adult learning entails ‘‘the entire body of learning process, whether formal or informal, whereby adults improve their abilities, enrich their knowledge, and enhance technical or professional qualifications.’’ ALE is an important tool for promoting sustainable development and fostering community resilience in the face of climate change. Southern Africa is undergoing climate shifts with severe droughts, floods, and changing weather patterns. Malawi, in particular, has faced frequent natural disasters that have excessively affected vulnerable populations, especially those heavily reliant on farming. As a largely agrarian economy, Malawi’s rural communities bear the brunt of these climate-induced shocks, underscoring the need for targeted education programmes to build awareness and coping strategies. Unlike formal education systems, ALE offers a more flexible, accessible, and context-specific approach, especially crucial for remote populations who are the victims of climate hardships. In Malawi, for instance, 80% of the population depends on small-scale agriculture, which is highly vulnerable to changing weather patterns, droughts, and floods, according to ActionAid (2022). This highlights how adult education is able to provide a platform for engaging diverse groups, notably those who are no longer in formal education, in addressing climate change. Through the ALE concept, individuals can learn practical skills and knowledge that directly contribute to climate resilience, sustainable agricultural practices, conservation techniques, and disaster preparedness. In Malawi, the government and non-governmental organizations have integrated climate education into adult literacy programmes. The Malawi’s Department of Climate Change and Meteorological Services (DCCMS), for example, runs awareness campaigns in local communities to promote climate-smart agriculture. These campaigns focus on teaching farmers how to adopt crop, agroforestry, and water conservation practices to cope with erratic and prolonged dry seasons. In Kenya, the green growth and employment programme (GGEP) is an example of how ALE can contribute to climate change mitigation. The programme provides adult learners with technical skills related to solar panel installation, biogas production, and energy conservation. By equipping individuals with skills in renewable energy technologies, ALE not only reduces reliance on fossil fuels but also creates green jobs and boots economic resilience (GIZ, 2021). Similarly, in Mozambique, community-based organisations have used education platforms to foster climate resilience by training locals on disaster risk reduction. Through workshops and training sessions, adults have learned how to build-resistant structures and establish early warning systems for extreme weather events. This practical learning helps communities be better prepared for climate shocks. In South Africa, adult education has focused on training adults in green skills, particularly in urban and peri-urban settings. The Environmental Leaning Research Centre (ELRC) at Rhodes University runs programmes aimed at upskilling adults in renewable energy, waste management, and sustainable livelihoods. These programmes not only equip participants with practical skills but also contribute to the broader green economy, addressing both unemployment and environmental sustainability. Despite the strides of benefits of ALE in climate change mitigation, several challenges persist. These include limited funding for adult education programmes, a lack of integration of climate change education into national curricula, and low literacy levels, particularly in rural areas. Additionally, cultural barriers and social norms can sometimes hinder participation, especially among women. However, there are significant opportunities to leverage ALE as a tool for climate change mitigation in southern Africa. Governments can increase investment in adult education, integrating it with national climate strategies. Partnerships between NGOs, local communities, and international organisations can further expand the reach of ALE programmes, ensuring that the most vulnerable populations are equipped with the knowledge and skills needed to face climate change. In conclusion, ALE have a pivotal role to play in the fight against climate change in southern Africa, particularly in countries like Malawi. By empowering adults with knowledge and skills to adapt to and mitigate climate risks, ALE helps build community resilience, reduce vulnerability, and promote sustainable development. To maximise the potential of ALE in climate change mitigation and other areas, stakeholders must continue to invest in education programmes that reach the most marginalised and vulnerable populations. Photo: The author, Elijah Banda