An Assessment of the Issues on Climate Change for Education in Nigeria

Abstract

Climate change poses a multifaceted challenge to education in Nigeria, requiring a comprehensive understanding of its impacts and the development of adaptive strategies. The study is qualitative research and as such relied on secondary data. A descriptive research design was used, as it enables a thorough analysis of existing data sources related to climate change and education in Nigeria. The Vulnerability, Impact, and Adaptation (VIA) Model provides a conceptual framework, emphasizing the interconnectedness of environmental shifts and educational systems. Vulnerability assessments reveal the exposure of educational infrastructure to climate-related risks, including extreme weather events and changing precipitation patterns. The implications extend beyond physical disruptions, affecting attendance rates, teacher well-being, and community
livelihoods. Mitigating these challenges necessitates adaptive measures embedded in climate resilient education policies. Government initiatives are pivotal, focusing on infrastructure development, teacher training, and curriculum integration. International collaborations and partnerships with global organizations contribute to resource mobilization, knowledge exchange, and capacity building. However, the effectiveness of these measures is contingent on community engagement, recognizing the context-specific nature of vulnerability and adaptation. The literature underscores the urgency of addressing climate change in education, emphasizing the collective responsibility of governments, communities, and international stakeholders. As climate change continues to unfold, integrating resilience into education emerges as a critical pathway toward
sustainable development in Nigeria.