Editorial Type:
Article
Article Type:
Research Article

Climate Change Education and Knowledge among Nigerian University Graduates

Ayansina Ayanlade Department of Geography, Obafemi Awolowo University, Ile-Ife, Nigeria

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Margaret Olusolape Jegede African Institute for Science Policy and Innovation, Obafemi Awolowo University, Ile-Ife, Nigeria

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Print Publication:
01 Oct 2016
DOI:
https://doi.org/10.1175/WCAS-D-15-0071.1
Page(s):
465–473
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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.

Corresponding author address: Ayansina Ayanlade, Department of Geography, Obafemi Awolowo University, Private Mail Bag 13, Ile-Ife 00123, Nigeria. E-mail: aayanlade@oauife.edu.ng; mjegede@oauife.edu.ng

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.

Corresponding author address: Ayansina Ayanlade, Department of Geography, Obafemi Awolowo University, Private Mail Bag 13, Ile-Ife 00123, Nigeria. E-mail: aayanlade@oauife.edu.ng; mjegede@oauife.edu.ng
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