Universities have transformative potential in promoting ecological civilization and fostering ecological citizenship—empowering individuals to conserve resources, protect biodiversity, and practice environmental stewardship. However, a focus on classroom-based instruction limits the realization of this potential. Instead, ecological learning can be better performed in well-established and well-managed university–community partnerships, where the community’s knowledge and experience are valued and included. This chapter explores how immersion-based ecological learning can cultivate ecological competencies, drawing on experiences in the field in Tanzania’s coastal communities. We emphasize the significance of engaging with local, Indigenous, and traditional knowledge, addressing theory–practice divides, and coproducing knowledge through participatory action research. We also critically examine the global constructs of ecological civilization, particularly China’s state-led approach, and contrast it with Tanzania’s community-driven ecological initiatives. By integrating ecopedagogical literacy, the chapter advances a transformative learning model that equips individuals with critical consciousness and practical skills for ecological justice. Finally, the chapter offers practical implications and actionable recommendations for universities, policymakers, and community leaders, emphasizing curriculum reform, capacity building, sustained community partnerships, policy support, and grassroots initiatives designed to operationalize and sustain immersion-based ecological learning. The proposed strategies aim to foster resilient ecological communities capable of addressing local environmental challenges and contributing meaningfully to global sustainability efforts.