This study examines the influence of dominant climate change communication frames on ideological divides. The research integrates a content analysis of 100 social media posts and news articles to identify dominant frames and a mixed-methods survey with 45 respondents to assess the perception of these frames among publics from diverse ideological backgrounds. Additionally, three expert interviews were conducted to enrich the findings. Some frames, such as the Climate Policy, the Moral Duties and Climate Justice, and the Science Uncertainty and Hoax frames, emerge as more divisive, often due to moralistic or alarmist tones and politicised messaging. Others, like the Destruction of Nature and Responsibility and Accountability frames, show greater potential to transcend divides when framed through a positive lens. Overall, the main findings highlight the importance of aligning messages with audience values, avoiding blame-driven narratives, using simple and relatable language and emphasising positive, solution-oriented approaches. By illustrating how different frames resonate with diverse ideological segments, this research offers valuable insights for practitioners and academics seeking to reduce polarisation through climate communication strategies.

Education for Sustainable Development (ESD) is an emerging field in higher education focused on generating a greater level of awareness for sustainability-related matters and worldviews. However, there is a need to discover new approaches to expose learning communities to information in most effective and efficient ways. This study explores Transformative pedagogy (TP) in line with sustainable transition which emphasises transformation. It explores existing theory on the subject along with educators applying TP in their teaching practice, and new insights were drawn based on the experiences shared by the interviewees. The research shows that educators who decide in favour of transitioning towards TP, are most likely to be successful in conveying their message and enforcing transformation and change within and beyond their learning communities. This study provides a comprehensive overview of the individual and shared competencies necessary for implementing TP in higher educational settings. Moreover, this article provides limitations and risks associated with the practice.