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Objective: The objective of this study is to establish the relationship between participatory learning and action research and environmental sustainability with the aim of understanding the correlation between participatory learning and action research on environmental sustainability.
Theoretical Framework: This study is grounded on ladder of participation theory, triple bottom line model, public participation theory and the theory of sustainability. The theories provide a foundation for understanding the importance of participatory learning and action research in enhancing environmental sustainability in the oil and gas sector.
Method: The rationale for the study was based on a pragmatic research paradigm. Knowledge, according to this paradigm (Creswell, 2012), does not originate from prior circumstances but rather from acts, situations, and consequences. This study's researchers employed a mixed-methodologies approach, which blends quantitative and qualitative methods. We were able to strengthen our study overall by combining the two methodologies in this configuration, as opposed to using each one alone (Creswell, 2012). Because this study used a mixed-method strategy, which entails using each technique in turn, the researcher hoped to expand upon or build upon the results of the previous method.
Results and Discussion: The results demonstrated a strong correlation (r=.472**) between environmental sustainability and participatory learning and action research. Assuming all other variables are held constant, a one-unit increase in participatory learning and action research would result in a 0.791-unit increase in environmental sustainability (p=.000).
Research Implications: Participatory learning and action research significantly influenced environmental sustainability, as indicated by descriptive statistics, in the case study of the oil and gas upstream project in Turkana County, Kenya.
Originality/Value: The results show that research and participatory action can help make social-ecological transformation more sustainable by enhancing individual learning and institutional adaptability. The report asserts that in order for PAR to comprehend the unique environmental difficulties and consequences of oil and gas extraction at each site, it relies on local knowledge and experience. In the end, this could lead to better, more situationally appropriate solutions.
