Climate Change Education and Knowledge among Nigerian University Graduates

Abstract

The introduction of climate change studies in universities has a fundamental role in helping the general public, especially the next generations, to recognize the global challenges of climate change and to find ways of adapting to the changing climate. This study examined the level of climate change education and perception of Nigerian university graduates. A mixed method approach was used to obtain data relating to perceptions, understanding, and level at which climate change has been taught in Nigerian universities. The results from this study revealed that about 70.7% of university graduates received brief lectures in some special elective courses during their university education, while only 4.1% were taught more than three semesters/terms in some special elective courses. It was also revealed that graduates from departments of environmental sciences have more class experience on climate change than students in the humanities and other faculties. The major finding of this study is that students appear far more informed about climate change, usually from the Internet and international media, than the level of climate change education they were taught in university. These results show the need for the introduction of climate change studies in Nigerian universities, with over 71% of participants believing that climate change studies should be included as a required course in both undergraduate and postgraduate studies.

Climate change and vulnerability discourse by students at a South African university

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Students in Climate Action: A Study of Some Influential Factors and Implications of Knowledge Gaps in Africa

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Can remittances contribute to financing climate actions in developing countries? Evidence from analyses of households’ climate hazard exposure and adaptation actors in SE Nigeria

“…Thus, while some KAP studies report significant levels of general (including household/layman) awareness, knowledge, and understanding of climate change issues (Hope 2016 ; Falaye and Okwilagwe 2016 ; CIMC 2012 ), others indicate high levels of awareness but low understanding of climate change. Studies in Nigeria by Oruonye ( 2011 ) among students of tertiary institutions and by Ayanlade and Olusolape Jegede ( 2016 ) among post tertiary education youth groups also follow this pattern.…”