The North African region is one of the most climate change vulnerable areas in the world; as a result of the global climate change, it has been suffering from severe environmental, economic and social challenges. The regional prominence of these extreme climate change related problems worsening the security situation of the region before impinging on it – most notably water scarcity, desertification, decline in agricultural output, and food insecurity – is the area of focus of this research. This research explores a challenging context to respond to at the national and regional scale, hereby focusing on the policy level, such as the Agenda 2063 of the African Union, Africa Climate Initiatives of the UNEP and the Climate and Health Strategic Framework 2025 of the Africa CDC.

Neoliberalism is an economic theory, ideology and philosophy that encourages free market, and promotes individuality over collective success. Coupled with globalization, it promotes education as a commodity which can be bought and sold for individual’s benefit. Moreover, its dominance in the field of education is so pervasive that people accept neoliberal models of education significant for the progress. A rich scholarship is available on the impact of neoliberalism on education; however, a limited research has been carried out to explore English teachers’ perceptions regarding the influence of neoliberalism on education. Thus, this paper bridges the gap by adopting qualitative approach. Data is collected through semi-structured interviews. The findings suggest that neoliberalism has transformed education into a commodity, and English teachers function as managers responsible to sell this commodity to generate revenue for the universities. The paper highlights the significance of raising awareness of critical thinking to question business-oriented educational reforms.