The norm for pedagogical situations in the 21^st century in education is digitization. After the COVID-19 pandemic lockdown, the use of blended learning models (BLMs) at universities has become crucial. The use of teaching in the classroom, particularly in higher education, enhances student learning. In order to build effective teaching-learning, blended learning (BL) places learners in a new learning environment based on technology. The purpose of the current study is to figure out the viability of embracing a BL method in learning science course at the secondary school level. The current study project has been conducted using a quasi-experimental design. The University of Abuja’s Center for Distance Learning and Continuous Education recruited 120 undergraduate students for this study. The blended learning model success test (BMAT) and blended learning model retention test (BMRT) were the instruments used for data gathering. The experimental groups’ students were instructed using BL methods for eight weeks. The three tests, including the pre-test, post-test I, and post-test II, were given to six groups. Statistical package for social science version 26 was utilized to assess the hypotheses and provide response to the research questions with mean score, standard variation, and error, while the inferential statistics utilized related samples t-test at level of significant of 0.05. Results showed a significant difference between the mean pre- and post-test achievement and retention capacity of students who were receiving science instruction through BL. The study concluded that learners’ achievement and retention in science are significantly improved by BLMs. It is recommended that BL approaches be utilized for teaching the sciences because they improve the learner’s retention and academic performance.

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This study evaluated the shortage of professional science and environmental education teachers in Nigeria’s educational institutions. The study used descriptive research survey design. The population of the study comprised of all public primary, secondary, and tertiary institutions in Nigeria. The sample size comprised of 600 science and environmental education students respectively made up of 200 pupils, 200 secondary students, and 200 tertiary students, selected randomly from six geopolitical zones of Nigeria. The research instrument used for data collection was a 18 structured questionnaire items rated on a 4-point Likert scale, with response options of Strongly Agree (SA); Agree (A); Disagree (D); and Strongly Disagree (SD).The responses of the respondents were presented in simple statistical table and analysed using Mean (x̅) and Grand Mean (gx̅). The findings revealed that problems of shortage of professional Science and Environmental Education teachers is common to the Nigerian educational institutions at all levels. Based on the result of findings, it was recommended that Environmental Education infused concepts in science subjects should be taught by qualified Environmental Education teachers and lecturers at all levels of education, beginning from the primary level to tertiary level in Nigeria.