The period of environmentalism heightened environmental concern and subsequently the emergence of Environmental Education that is anchored on awareness. It is thought that increase in environmental awareness will reverse the misuse of the environment and its resources. Four decades after the international call for Environmental Education, Earth's degradation is far from abating as it's pristinity is consistently and irreversibly being eroded by no less than from anthropocentric activities. Humans have seen themselves as the dominant species that is apart and not part of the organisms that constitute the environment. The philosophical value free nature concepts and the theological assumption that human are the ultimate species together with the rise of capitalism and its surrogates consumerism together conspire to diminuate environmental health. To protect the environment therefore, we must refocus EE to change human's view of the environment and attitude towards the utilization of its resources. Environmental education can become more effective in creating Journal of Educational IssuesISSN 2377-2263 2016, Vol. 2, No. 2www.macrothink.org/jei 61 respect for the environment. This paper examined the failure of efforts at addressing environmental issues via environmental education. The paper posits that environmental problems are on the increase due to lack of deliberate responsibility and stewardship, lack of a unique EE curricula and ineffective pedagogy. We suggest therefore that EE can target human perception and attitude and direct then towards biocentric stewardship for the environment. This can be achieved through a deliberate pedagogy of environmental values that promotes sustainable attitude and respect for the environment. Humans must bear the burden of responsibility to ensure the wellbeing of the environment. We must replace the philosophical value free nature concepts that nature is a common commodity and the theological assumption that humans are the ultimate species. We must also rethink our consumerism nature and the endless faith in the efficacy of technology to solve reoccurrence human induced ecological problems. These issues must be embedded in the school curriculum. Pedagogical approach to EE should essentially be the experiential model. The school curriculum must be the carrier and doer of these values that are crucial to the sustainability of the environment. Environmental ethics, environmental code of conduct, environmental nationalism, nature as manifestation of God, ascetic consumerism are recommended as key component of environmental curricula and pedagogy.

The paper examined the influence of physical facilities and academic performance among undergraduate students of Environmental Education, University of Calabar, Calabar-Nigeria. Three research questions and hypotheses was formed by the researchers to achieve the aim of this research. The study made use of ex-post facto research design alongside stratified and simple random sampling techniques. The study population consisted of all the undergraduate students of the Environmental Education Department, University of Calabar; from where a sample of 300 respondents was selected as the sample for the study. A structured questionnaire titled, 'Physical facilities and students’ academic performance (PFSAP) is the instrument utilized in collecting data for the study. The collected data was analyzed with simple regression and multiple regression. The result from the three hypotheses analyzed indicated a significant influence of availability and adequacy of physical facilities on academic performance among undergraduate students in Environmental Education. Sequel to the study findings, a conclusion was reached that availability and adequacy of physical facilities have positive correlation on students’ academic performance. The study recommended that basic facilities should be put in place before commencement of any academic activities; Maintenance culture should be imbibed by the authority so that available physical facilities can stand the test of time; The University should project whatever physical facilities are available during accreditation for government intervention; The alumni of the university should put their resources together to support the university in terms of facilities; and the university should corroborate with other universities with good facilities, within and outside the country for exchange programmes.   Received: 29 April 2022 / Accepted: 29 June 2022 / Published: 5 July 2022

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This study evaluates the implementation of the environmental education curriculum in the Department of Environmental Education, University of Calabar, Nigeria. Using the expost facto research design, nine objectives were pursued. These include: 6 strategic objectives, the curriculum content, career prospects of graduates, and lecturer’s pedagogic knowledge and problems militating against the effective implementation of Environmental Education (E.E). A sample of 969 graduates of Environmental Education from 1997-2021, were the respondents. The researchers used an open and closed ended questionnaire with a modified four-point Likert scale response options that they designed as an instrument to collect information. Simple percentages were used for data analysis. The results of the analyses show that the curriculum content of Environmental Education as in force today is not adequate. The knowledge and awareness acquired when they studied E.E. did not help them enough to solve their community environmental problems. However, Environmental Education built their skills and prepared them well to actively participate in solving current environmental problems. Some of the lecturers who taught these respondents at undergraduate levels have the requisite pedagogic knowledge of the subject matter but, the government who is a signatory to the implementation of Environmental Education is not serious about engaging these graduates. Overall, Thirteen problems were identified as factors hampering the effective implementation of Environmental Education curriculum, and 13 feasible solutions were proffered by the respondents. It was concluded that Environmental Education in the University of Calabar has achieved some level of success, despite the fact that there are some issues that needs to be addressed to get the complete success anticipated by the crafter of the program’s objectives. It was recommended among others that a regulatory body should be created to regulate the practice of Environmental Education in Nigeria.

This paper essayed to examine ecosystem functions with a case study of the tropical rainforest environment of the Cross River National Park, Nigeria. The paper highlighted the important functions of the ecosystems to include Purification of air and water mitigation of floods and droughts, detoxification and decomposition of wastes, generation and renewal of soil and natural vegetation, pollination of crops and natural vegetation, control of the vast majority of potential agricultural pests, dispersal of seeds and translocation of nutrients, maintenance of biodiversity, protection from the sun's harmful ultraviolet rays among others. Problems associated with the rainforest ecosystems among which are logging, traditional methods of farming, poaching, excessive noise and encroachment were identified. The paper concluded by highlighting the way forward among others that, awareness creation should be stepped-up in Support Zone Communities; indigenes should be educated periodically on the benefits of the ecosystem services to not just humans but the forest resources and biodiversity themselves.