Freirean critical pedagogical philosophiesFreirean critical pedagogical philosophies and educational perspectivesEducational perspectives are centred on humanisationHumanisation, and the transformative valueTransformative value of loveTransformative value of love, empathyEmpathy and care for environmental and human wellbeingEnvironmental and human wellbeing. Love-based (eco)pedagogiesLove-based (eco)pedagogies within transformative adult learningTransformative adult learning advocate pluralistic dialoguesPluralistic dialogues, authentic praxis-based learningPraxis-based learning, and humanising pedagogiesHumanising pedagogies to enrich the human conditionHuman condition. Whilst there are numerous studies on critical pedagogiesCritical pedagogies, there is yet to be a study in which the interacting dimensions of ecopedagogyEcopedagogy, pedagogical lovePedagogical love and community-based andragogyCommunity-based andragogy are utilised as a transformative force for rural communitiesRural communities. Explicitly, this chapter utilises a case study approach to explore the transformative learning journeyTransformative learning journey of a rural community in Sapphaya, Chainat Province, ThailandSapphaya, Chainat Province, Thailand. It discusses how community stakeholdersCommunity stakeholders, policymakers and educational facilitatorsEducational facilitators united collaboratively in participatory action researchParticipatory action research and sustainable developmentSustainable development planningSustainable development planning to create a community-based cooperative, engage in community-based skillsSkills developmentCommunity-based skills development, and curate ecopedagogical engagement programmesEcopedagogical engagement programmes to transform its community and preserve its rural cultural heritageRural cultural heritage.