Green Policy Awareness and Secondary School Teachers’ Perception of Interdisciplinary Approach to Teaching Environmental Education in Cross River State, Nigeria

Abstract

This study analyzed green policy awareness and secondary school teachers' perception of interdisciplinary approach to the teaching of Environmental Education in Cross River State, Nigeria. The study was guided by a research question which was transformed into a research hypothesis. The survey research design was used in the study. The population of the study consisted of the total number of teachers in Cross River State public secondary schools as at 2017 which was put at 5,194. A sample of 1030 respondents were used for the study a0nd a structured questionnaire was used to gather data which was analyzed with a simple linear regression analysis. The study found out that, teachers green policy awareness significantly predicted their perception of interdisciplinary approach to the teaching of Environmental Education. It was therefore recommended that, teachers should be proactive and diligent in teaching Environmental Education through their traditional teaching subjects. Moreso, since they are aware that environmental issues are imbeded in the school curriculum, it should be infused in their traditional teaching subjects.

Pre-service teachers’ disposition and attitude to environmental literacy in sanitation and waste management in a Nigerian university

“…The report of a national workshop in 1996, tagged the Calabar Accord, proposed that Nigerian universities should develop an EE programme that would be housed in the Faculty/Department/Institute of Education; and that the content of any teacher education programme in EE must address four themes, namely, ecological foundations, human environment and development, environmental changes and impact as well as sustainable development (Lawal & Mohammed, 1997). Close to three decades after the Accord, less than 10 per cent of target Nigerian universities have introduced active programs in the model proposed at the 1996 workshop, and the status of environmental literacy among pre-service teachers in Nigeria remains largely unassessed (Egbonyi et al, 2020;Jekayinfa & Yusuf, 2020;Olatunde & Ogunode, 2021;Muhammed et al, 2018).…”