Graduate Coordinator, School of Education
Dr. Therese Ferguson is a Senior Lecturer in Education for Sustainable Development (ESD) in the School of Education (SOE) at The University of the West Indies (UWI) Mona Campus in Jamaica. She is the Coordinator of the ESD Working Group within the SOE, and serves as Programme Coordinator for the Master of Education Degree programme in Education for Sustainable Development, Global Citizenship and Peace. She is also the Programme Leader for Change from Within, a school-based initiative in Jamaica, implemented by the SOE, which addresses violence and indiscipline. Dr. Ferguson has served as an External Examiner for the Environmental Science Division in the Faculty of Science and Sport at the University of Technology, Jamaica. She currently serves on the International Advisory Board for the journal Environmental Education Research and on the Editorial Board for the journal Discourse and Communication for Sustainable Education. She is also one of the two focal points at The UWI, Mona Campus for the International Network of Teacher Education Institutions (INTEI) associated with the UNESCO Chair in Reorienting Education towards Sustainability at York University, Toronto, Canada. Dr. Ferguson has a co-authored book, book chapters, journal articles, book reviews and encyclopaedia entries to her credit.
BOOKS
Down, L, & Ferguson, T. (2022). Education for sustainable development in the Caribbean: Pedagogy, processes and practices. The University of the West Indies Press.
Ferguson, T., Ilisko, D., Roofe, C., & Hill, S. (2019). SDG4 – quality education: Inclusivity, equity and lifelong learning for all. Emerald Publishing Limited.
EDITED BOOKS
Ferguson, T., & Bramwell-Lalor, S. (Eds). (2025). Environmental and sustainability education (ESE) in the English-speaking Caribbean. Routledge.
EDITED JOURNAL VOLUMES
Ferguson, T., & Bramwell-Lalor, S. (Guest Editors). (2023). Environmental and Sustainability Education (ESE) in the English-Speaking Caribbean [Special Issue]. Environmental Education Research, 29(7). https://www.tandfonline.com/toc/ceer20/29/7?nav=tocList
Ferguson, T.(Guest Editor). (2018). Discourse and Communication for Sustainable Education, 9(2). https://sciendo.com/issue/DCSE/9/2
CHAPTERS IN BOOKS
Ferguson, T. (2025). Advancing sustainability and social justice: A role for higher education institutions. In T. Esnard (Ed.). Pursuing social justice agendas for Caribbean higher education institutions: Perspectives and prospects for small island developing states (pp. 226-242). Routledge.
Roofe, C., & Ferguson, T. (2023). Offering up ourselves: A collaborative autoethnographic exploration of two female academics during the COVID-19 pandemic. In C. Bissessar (Ed.) Female academics’ resiliency during the COVID-19 pandemic: Intercultural perspectives (pp. 49-69). Springer.
Mighty, C., & Ferguson, T. (2022). School violence in Jamaica: The impact of parental involvement. In S. Stewart, S. Cole, & Y. Lewis-Fokum (Eds.). Each one teach one: Parental involvement and family engagement in Jamaica’s education system (pp. 201-225). The University of the West Indies Press.
Cook, L. D., Wigelsworth, M., Fletcher, B., Ferguson, T., Cole, S., & McCalla, R. (2022). Partnerships to deepen social and emotional learning in Jamaica to support Sustainable Development Goals 4 and 16. In W. Leal Filho & C. R. Portela de Vasconcelos (Eds.) Handbook of best practices in sustainable development at university level (pp. 317-335). Springer.
Roofe, C., Ferguson, T., Hordatt Gentles, C., Bramwell-Lalor, S., Cook, L., Sweeney, A. E., Thompson, C., & Cummings, E. (2021). Infusing education for sustainable development into curricula: Teacher educators’ experiences within the School of Education at The University of the West Indies, Jamaica. In W. Leal Filho, A. Salvia, & F. Frankenberger (Eds.). Handbook on teaching and learning for sustainable development (pp. 133-151). Edward Elgar Publishing Ltd.
Ferguson, T. (2019). Reflection, dialogue, and transformation through participatory action research: Experiences of Jamaica’s Change from Within programme. In S. Stewart (Ed.) Decolonizing qualitative approaches for and by the Caribbean (pp. 139-158). Information Age Publishing.
JOURNAL ARTICLES
Ferguson, T., & Clark, K. (2025). The role of parental and community involvement in addressing school violence: Insights from the Change from Within programme in Jamaica. Caribbean Journal of Education and Development, 2(1), 25-42. https://doi.org/10.46425/cjed202014347
Ferguson, T., & George, L. (2025). Exploring curricular opportunities for the infusion of education for sustainable development into primary-level mathematics. Environmental Education Research. https://doi.org/10.1080/13504622.2025.2545540 (advance online).
Roofe, C., Ferguson, T., Stewart, S., & Roberts, N. (2025). Cis-gendered experiences in higher education: A photovoice exploration of adult learners in Jamaica. Cambridge Journal of Education, 55(1), 135-157. https://doi.org/10.1080/0305764X.2025.2459913
Ferguson, T., & Wilmot, A.M. (2025). Exploring early–career academics’ experiences with mentoring at a higher education institution in Jamaica. Caribbean Journal of Education and Development, 1(2), 71-87. https://doi.org/10.46425/cjed401026254
Ferguson, T. (2024). Climate change in McCaulay’s Daylight Come: Framing the future for the Caribbean, awakening the consciousness of the global community. Caribbean Quarterly, 70(1), 54-69. https://doi.org/10.1080/00086495.2024.2323378
Ferguson, T., Stewart, S., Roofe, C., & Ferguson, S. (2024). Anchoring adult learners’ experiences through photovoice: Jamaican students’ meaning-making during COVID-19. Journal of Further and Higher Education, 48(4), 401-416. https://doi.org/10.1080/0309877X.2024.2338902
Ferguson, T. (2023). Teaching and learning qualitative research online in Jamaica during the COVID-19 pandemic: Navigating the loss of the natural field setting. Caribbean Curriculum, 30, 37-62.
Bramwell-Lalor, S., Ferguson, T., Roofe, C., Cook, L. D., Sweeney, A. E., & Hordatt Gentles, C. (2023). Teachers’ commitment to promoting education for sustainable development: Outcomes of a faculty collaborative action research project. Caribbean Journal of Education, 45(1), 126-155. https://doi.org/10.46425/c044501e9720
Ferguson, T. & Bramwell-Lalor, S. [Editorial] (2023). Promoting environmental and sustainability education in the Caribbean: Research imperatives to inform practice. Environmental Education Research, 29(7), 903-910. https://doi.org/10.1080/13504622.2023.2225810
Ferguson, T. (2023). Reflecting on students’ reflections: Exploring students’ experiences in order to enhance course delivery. The Qualitative Report, 28(4), 1193-1209. https://doi.org/10.46743/2160-3715/2023.5868
Roofe, C., Ferguson, T., Stewart, S., & Roberts, N. (2023). Provoking reflection: A photovoice exploration of non-traditional adult learners’ challenges in a Jamaican higher education context. The Journal of Continuing Higher Education, 71(3), 314-331. https://doi.org/10.1080/07377363.2022.2087169
Ferguson, T. (2023). ESD progress, problems and prospects in the English-speaking Caribbean: Some perspectives from the field. Environmental Education Research, 29(7), 1025-1042. https://doi.org/10.1080/13504622.2022.2054961
Ferguson, T. (2022). Envisioning low-carbon futures: Possibility and hope as part of climate change teacher education. Environmental Education Research, 28(8), 1191-1208. https://doi.org/10.1080/13504622.2022.2099532
Ferguson, T., Roofe, C., Cook, L.D., Bramwell-Lalor, S., & Hordatt Gentles, C. (2022). Education for sustainable development (ESD) infusion into curricula: Influences on students’ understandings of sustainable development and ESD. Brock Education: A Journal of Educational Research and Practice, 31(2), 63-84. https://doi.org/10.26522/brocked.v31i2.915
Thompson, C., Ferguson, T., Knight, V., Bailey, D., Cole, S., Davis, N., Henry-Wilson, M., Johnson, V., McCarthy-Curvin, A., Montgomery, A., & Moore, S. (2022). The initial engagement and experiences of Caribbean educators with the reality of COVID-19: Exploring the educational planning implications. Educational Planning, 29(2), 7-25. https://isep.info/educational-planning-journal/#archive
Ferguson, T. & Ellis, T. (2022). Developing master’s level education students as researchers: Mentors’ and mentees’ experiences. Mentoring & Tutoring: Partnership in Learning, 30(2), 235-255. https://doi.org/10.1080/13611267.2022.2057099
Gajparia, J., Strachan, G., Vare, P, & Ferguson, T. (2021). Identifying assessment opportunities in postgraduate learning for sustainability. Discourse and Communication for Sustainable Education, 12(1), 151-175.
Ferguson, T., Roofe, C., & Cook, L. D. (2021). Teachers’ perspectives on sustainable development: The implications for education for sustainable development. Environmental Education Research, 27(9), 1343-1359.
Our 7 faculties and 12 professional schools offer more than 200 programmes to some 18,000 graduate, undergraduate and continuing studies students.
The UWI, Mona ranks first in Jamaica among accredited tertiary-level programmes. In 2012, the University was again one of Jamaica’s Top 100 Employers.
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