Achieford Mhondera is a Ph.D. candidate in Climate Change Communication at the University of Zimbabwe, serving as a Junior Lecturer in the Department of Languages, Literature, and Culture, and as the Deputy Head of the Climate Action Directorate at the Africa Network of Youth Policy Experts. He is an experienced communication strategist and passionate climate justice advocate with a strong background in environmental communication, policy engagement, and youth-led climate activism. His work centers on amplifying voices from the Global South and advancing meaningful climate action through strategic communication and advocacy. At the University of Zimbabwe, he teaches courses in communication, research methods, and corpus linguistics, combining academic rigor with real-world engagement. He has been recognized for his innovative research and commitment to bridging policy and practice across Africa. As a guest columnist for leading publications such as Newsday, The Herald, and China Daily, he contributes to public discourse on climate change and sustainability. His scholarly output includes several book chapters, journal articles, and conference presentations focusing on climate communication and ecological civilization. Certified in climate diplomacy, governance, and negotiation, he brings a multidisciplinary perspective to global climate dialogues. A proud alumnus of Tsinghua University’s School of Journalism and Communication, he is also the founder of the Climate Research and Advocacy Trust and an active member of international networks promoting biodiversity, food sovereignty, and environmental justice across Africa and beyond.
Featured Publications
Mhondera, A., Mukaro, L., Mabugu, P. R., & Sibanda, C. (2025, April 3). Climate change in Indigenous peoples’ narratives: A case of Doma people of the Zambezi Valley. African Studies. https://doi.org/10.1080/00020184.2025.2561575
Mhondera, A., & Mutepfa, T. (2022, May 4). Cross-linguistic issues in the acquisition of Mandarin Chinese negation by Shona–English bilinguals at the University of Zimbabwe: Implications for second language teaching. South African Journal of African Languages. https://doi.org/10.1080/02572117.2022.2094074