This thesis examines the role of adult climate change education in Ireland through the lens of critical pedagogy and Ecological Marxism. Drawing on the work of Gramsci and Freire, this exploration examines pathways for education to move beyond individualistic approaches. It argues for education that nurtures critical thinking, ultimately leading to collective action. The research was conducted using semi-structured interviews with climate educators and activists to produce qualitative data for analysis. The findings revealed that dominant educational narratives frequently reinforce neoliberal ideologies. Despite the barriers, there are efforts to create dialogical adult learning spaces where the links between climate change and broad issues of justice, power and resistance can be explored. This thesis argues that a transformative approach to climate education can empower adults to critically engage with systemic drivers of environmental devastation. Climate change education must be reorientated towards a praxis of hope, which harnesses learners’ lived knowledge so that education becomes a tool for change.