Engaging a critical mass of change agents through climate action in Ebonyi State, Nigeria

Abstract

The impacts of climate change are strongly felt in Nigeria. Nevertheless, climate change literacy across the country is varied. This study developed a climate change education training program for 20 secondary school teachers from both Science and non-Science backgrounds in Ebonyi State, one of the rural and vulnerable states in South-East Nigeria. These teachers then established climate clubs in their schools, where all members planted and adopted a tree. This paper details the climate change education program and its impact not only on the teachers and pupils, but also the wider communities. Following the training, participating teachers demonstrated increased awareness of the drivers and effects of climate change. They reported feeling more confident and empowered to teach climate change concepts and enhance their waste management practices. This knowledge spread to students and communities, which, if sustained, could lead to lifestyle changes, reduced waste and bush burning. This study confirms that teachers can be ideal channels to convey meaningful information as change agents who can stimulate people to act positively