




































    

 Academic Journal of Science, Engineering and Technology 

Vol.8, Issue 3; May - June 2023; 

ISSN: 2837-2964 

Impact Factor: 6.67 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJSET/index; mail: topacademicjournals@gmail.com 

 
 

 

 

  
1 | A c a d e m i c  J o u r n a l  o f  S c i e n c e ,  E n g i n e e r i n g  a n d  T e c h n o l o g y  

|  https://topjournals.org/index.php/AJSET 

EMPOWERING EDUCATORS: INTEGRATING CLIMATE CHANGE 

EDUCATION INTO TEACHER TRAINING PROGRAMS 
 

Chika Nwachukwu Okonkwo 

Educational Foundations, University of Port Harcourt, NIGERIA  

  

ABSTRACT  

Climate change poses a severe threat to the planet, and addressing it requires immediate attention. This study 

examines the causes and impacts of climate change while emphasizing the crucial role of teacher preparation 

in addressing this global challenge. Education is a powerful tool that can either contribute to positive change 

or perpetuate the status quo, depending on the quality of education provided and the effectiveness of teachers. 

The paper contends that mitigating the climate change crisis, along with environmental pollution, can be 

achieved by producing highly motivated, conscientious, and competent teachers across all levels of education. 

 

Keywords: Climate change, environmental pollution, teacher preparation, education, global warming. 

  

INTRODUCTION  

The fragile nature of our earth today as a result of climate change is a serious threat to human lives.  Global 

warming, pollution, environmental degradation emanating from climate change, are most dangerous issues 

that deserve urgent attention. The study focuses on climate change, its causes, the dangers or impact of the 

change and appropriate teacher preparation. Education is a most powerful weapon for change and direction. 

Ukeje (2000) cited in Anekwe and Okoli  (2011) noted, It is so powerful that it can heal/ kill; it can build up 

or tear down. But it depends on the type of education provided and particularly the teacher who is the pillar 

of the education process. The paper argues that the present crisis of climate change and environmental 

pollution could be cushioned according to NPE (2004) by raising highly motivated, conscientious and efficient 

classroom teachers for all levels of our educational system. The study focuses on the university   where trained 

teachers with curriculum in climate change through constant research and update could bring awareness and 

means of ameliorating and eliminating causes and problems attendant to climate change.   

Understanding Climate Change   

Climate Change has to do with a change of climate which is attributed directly or indirectly to natural and 

human activities that alter the composition of the global atmosphere and which is in addition to natural climate 

variability observed over comparable time period s.  It refers to changes and challenges that have adversely 

affected human race generally. Oxford Dictionary sees  climate change as change in global or regional climate 

pattern,  in particular a change apparent from the mid to late  20th century onwards and attributed largely to 

the increased level of the atmospheric carbon-dioxide(CO2) produced by the use of fuel fossils.  In this 

definition, climate change is a threat to human lives because of excess CO2 release into the atmosphere. The 

IPCC Report (2007) refers to climate change as a change in the state of the climate that can be identified (e.g. 

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 Academic Journal of Science, Engineering and Technology 

Vol.8, Issue 3; May - June 2023; 

ISSN: 2837-2964 

Impact Factor: 6.67 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJSET/index; mail: topacademicjournals@gmail.com 

 
 

 

 

  
2 | A c a d e m i c  J o u r n a l  o f  S c i e n c e ,  E n g i n e e r i n g  a n d  T e c h n o l o g y  

|  https://topjournals.org/index.php/AJSET 

using statistical tests) by changes in the variability of its properties, and    that persists for an extended period, 

typically decades or longer. It refers to any change in climate over time whether due to natural variability or 

as a result of human activity. Mkpa (2013) noted that   UN Framework Convention (UNFCCC) refers to 

climate change as a change of climate that is attributed directly or indirectly to human activity that alters the 

composition of the global atmosphere and that is in addition to natural climate variability observed over 

comparable time period. Wikipedia (2010) pointed out that climate change is a significant and lasting change 

in the statistical distribution of weather patterns over periods ranging from decades to millions of years. It may 

be change in average weather conditions that is extreme weather events. UNESCO (2009) noted that it could 

be conceived as  a change in the statistical properties of the climate system when considered over a long period 

of time  regardless of cause. It is noted that climate change is the biggest environmental and humanitarian 

threat in the world today.  The change makes the earth’s atmosphere overloaded with heat-trapping CO2 which 

threatens large scale disruptions in climate giving rise to global warming which is a most serious threat to life. 

Climate change may occur in a specific region or across the globe.  This anthropogenic climate change is 

called anthropogenic global warming. The causes of climate change are varied. Greenhouse gases - CO2 and 

other pollutants - methane, nitrous oxide are colliding in the atmosphere like a thickening blanket trapping the 

sun’s heat and causing the planet to warm up (wwwntdc.org/global warming). These gases absorb infrared 

radiation of heat and cause the warming up of the planet.   

Why Climate Change?  

Climate change, otherwise global warming, is caused by human activities. International government Panel on 

Climate change (2007) reported that in the past 100 years, global surface temperature has increased on the 

average of 0.6 0C. Central to climate change is pollution which involves the emission of harmful substances 

into the air, land and water. Although pollutions have been occurring throughout history, the rate at which 

human beings have contributed to the amount of pollution that has entered our environment over the past 100 

years far exceeds the earth’s inherent ability to heal itself. Some of the activities of humans that lend breath 

to global warming are as follows:  

Greenhouse Gases  

There are several greenhouse gases that are responsible for global warming and human beings emit them in 

variety of ways. Most come from combustion of fossils fuels in cars, factories, and electricity products. The 

gas responsible for most warming is carbon dioxide (CO2), others are methane, released from landfills and 

agriculture especially from digestive systems of grazing animals and nitrous oxide, from fertilizers, gases used 

for refrigerators and industrial processes. Categories of greenhouses have heat-trapping abilities. Some of 

them can trap more heat than CO2. USA Environmental Protection Agency (EPA 2014) pointed out that the 

heat absorbed by the planet is sometimes released as infrared radiationgreenhouse gases (GH4) like water 

vapour (H20), carbon dioxide (CO2) and methane (CH4) absorbed energy, slowing or preventing the loss of 

heat to space. GHGs act like blanket making earth warmer than it should be. 

  

Natural Causes    

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 Academic Journal of Science, Engineering and Technology 

Vol.8, Issue 3; May - June 2023; 

ISSN: 2837-2964 

Impact Factor: 6.67 

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3 | A c a d e m i c  J o u r n a l  o f  S c i e n c e ,  E n g i n e e r i n g  a n d  T e c h n o l o g y  

|  https://topjournals.org/index.php/AJSET 

Global warming occurs through natural phenomena like solar variations, volcanic eruptions, glacier melting, 

and ocean currents orbital variations, etc.  Variations in solar intensity affect global climate, and accumulation 

of the intensity gives rise to overheat that is detrimental to life and health. Volcanic eruptions cause the release 

of large quantities of sulphur dioxide (SO2), water vapour, ash or dust. The reflection of solar energy on the 

space brings cooling effect that produces green house gas, CO2  

Oceanic Currents  

Hays et al. (2005) noted that ocean currents are major drivers of global climate. Through environmental 

forcing mechanism redistributes heat around the planet. The huge amount of currents derived from ocean 

movement constitutes climate system. These produce topography affecting climate, atmospheric and ocean 

circulation. Changes in ocean circulation give rise to CO2 movement into the atmosphere. Increased and 

unrelenting hurricanes, tornadoes, earth tremors, flooding and general increase in water levels, heavy rain 

falls, drought, promote climate change.   

Human Activities  

The contribution of human beings to climate change has been enormous. Mkpa (2013) noted that various types 

of combustion-gas flaring by oil companies, burning of household waste, industrial pollution of smoke and 

gases, bonfires etc produce carbon compounds that destroy the ozone layer. Electric power plants emit billion 

tons of CO2, this constitutes 40% emission. Agricultural activities of bush burning, use of insecticides, 

deforestation, fishermen’s use of chemicals for fishing, explosives, all kinds of cigarettes, weeds, pipe-

smoking, smokes from exhaust pipes, produce carbon compounds and other green house gases. Breeding of 

cattle and cutting down forests, lend weight to climate change. Industrialised nations have also been breeding 

vast number of methane-producing livestock and cutting down forests that naturally absorb CO2 from the air. 

Compassion in World Farmageddon (2014) noted that Agricultural activity like factory farming is a 

dangerous, unfair activity with impacts ranging from climate change to biodiversity loss and disease to food 

insecurity. Beyond these, the researcher observed that in Nigeria, long hours of hold up cause release of CO2 

fumes from vehicles’ exhaust pipes. The terrible bad roads make driving difficult and long lasting than usual. 

Thus there is an unending pollution of the environment. Many deaths are witnessed in Nigeria and all these 

pollutions contribute to it. Cattle graze along the high ways with their droppings everywhere. Their 

purification constitutes pollution because CO2 is released in large quantities.  

Oil pollution is a common feature in Nigeria as witnessed in the Oil producing Areas. The damaging effect on 

plant life and environment are terrible.  

Trapped CO2  

Discharge of wastes into streams and rivers affects the water bodies and shifts in the ecosystem balance. 

Salinisation of fresh water causes acidity concentration in waters as more CO2 dissolve in them.  

Impact of Climate Change  

The impact of climate change is enormous. Dunnell et al. (2011) noted that regional temperature increases 

over the past 100 years are caused by increasing concentrations of green house gases in the temperature which 

trap reflected radiation.  IPCC (2007) noted that the rate of global warming from 1976 onwards has been 

greater than in the past 100 years.  Continuous increase in concentrated atmospheric CO2 has been recorded. 

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 Academic Journal of Science, Engineering and Technology 

Vol.8, Issue 3; May - June 2023; 

ISSN: 2837-2964 

Impact Factor: 6.67 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJSET/index; mail: topacademicjournals@gmail.com 

 
 

 

 

  
4 | A c a d e m i c  J o u r n a l  o f  S c i e n c e ,  E n g i n e e r i n g  a n d  T e c h n o l o g y  

|  https://topjournals.org/index.php/AJSET 

It is changing our economy, health, communities in diverse ways. The earth heats up and there are drought, 

storms and fire. 2012 Weather Report showed that waves, wildfires, floods, drought hit hard in the year. Global 

warming has given rise to shortage of water supply for communities. It is a threat to the elderly, children and 

those living in poverty and want. www.nrdc.org/global warming.  

Mkpa (2013) enumerated the impact of climate change. It has devastating effect on homes. Communities had 

been flooded out leading to displacement, loss of lives and property and washing off of coastlines. Natural 

resource has been reduced introducing famine and hunger. It has led to insecurity and exposure to danger. 

Increase in extreme weather and sunshine give rise to heat scourge on humans and animals. The Impact of 

pollution, dirty surrounding has given rise to all kinds of respiratory infectious diseases. The impact is 

overwhelming. It therefore calls for awareness and serious dissemination of knowledge.  

Climate Change Curriculum  

The need for education and integration of climate change into school curriculum is most urgent. Curriculum 

is the focus of all school activities and it speaks volumes in terms of assessing a nation’s educational system. 

Curriculum in a formal school setting is a set of learning experiences   organised through the teaching of 

patterned and integrated courses and their contents offered at a school or university. Padsham et al. (2009) 

noted that a wellinformed citizenry, responsive institution and problem - focused knowledge generation are 

key elements for effectively addressing challenges emerging from climate change. The university has a vital 

role to play in strengthening knowledge systems. Chakeredza et al, (2009) noted that issues of climate change 

should be infused into curricular of universities as a matter of urgency. The  growing need for evidence based     

scientific data on African experiences to be infused into the curricula to serve the African specific problems 

is overdue. Africa and Nigeria in particular   has to make significant and well-targeted investment in education 

and training, curriculum development, research and effective practices for communication of research 

findings. Such investments would yield dividends when carried out around climate change. The Dar-

resSalaam (2010) forum on Education, Capacity Building and Climate Change Curriculum and Strategy for 

Collective Action in Africa met to articulate a vision and to develop a strategy for developing appropriate 

curricula on climate change, to reinvigorate teaching in order to better address climate change issues, to 

cultivate demand for climate change course and to bring existing courses to include issues of climate change 

and to put in place certain professional training modules. Thus curriculum for climate change will lead students 

to a progression of understanding of how humans cause climate change, the impact of greenhouses and the 

action necessary. School (teacher) plays a major role in the education of future consumers and demands made. 

Getting students understand climate change, its impact and solution prepares them to play active role in 

making good choice for both society and environment. Okey and Ndum (2013) pointed out that the curricula 

could be handled as a separate subject or infused and integrated into the existing courses. The methodology 

for teaching and learning should be lectures, seminars, group discussions, visits to sites demonstrating the 

impact of climate change and adaptation and mitigation work in progress, on-farm discussions and surveys. 

E-learning enhanced with research repositories can also be pursued where practicable.   

Suggested Topics for Climate Change Curriculum  

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 Academic Journal of Science, Engineering and Technology 

Vol.8, Issue 3; May - June 2023; 

ISSN: 2837-2964 

Impact Factor: 6.67 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJSET/index; mail: topacademicjournals@gmail.com 

 
 

 

 

  
5 | A c a d e m i c  J o u r n a l  o f  S c i e n c e ,  E n g i n e e r i n g  a n d  T e c h n o l o g y  

|  https://topjournals.org/index.php/AJSET 

In keeping with Mkpa 2013, Osaat 2013, and Compassion in World Farmaggeddon 2014, three distinct areas 

are here proposed - Environmental Education, Ecosystem Education,   and Environmental Science Education. 

The areas could be split into sub-sections as follows:  

1. Under Environmental Education will be considered Natural Environment Function, Human  

Management, Settlements Development  and  Urbanisation.                                                                                

2) Under Eco-system Education will be considered Bio diversity, Conservation Biology and  

all aspects  of the Eco-system                                                                                                                                

3) Environmental Science Education will cover Physical, Biological & information science     and 

Solution to Environmental Problems.   

Other areas could be included with time.  

University Education and Teacher Preparation  

University education is the highest level of education in Nigeria. With the establishment of over one hundred 

and twenty nine universities,   there is no gainsaying that the nation needs to take up the challenge of training 

qualified teachers, at this highest level, who would be equipped to put into action, climate change curriculum 

at the other levels of education.  

Goals of University Education  

Universities have the special responsibility for generating and diffusing knowledge into the economy and 

creating opportunities for innovation. A university trained teacher should therefore be able to perform in line 

with the laid down policies in education. The NPE (FGN 2004:25) noted that university should intensify and 

diversity its programmes for the development of high level manpower within the context of the needs of the 

nation. Obanya (2004) noted that education should equip people with the knowledge and skills needed to live 

in a high tech world. University should be able to produce highly talented teachers that would alert people of 

the dangers inherent in the methods of interaction with the environment and how to take preventive measures. 

Universities are centres of excellence, transdisciplinary, and shared thinking and intellectual domain. They 

are custodians of knowledge; they provide avenues for transdisciplinary, multidisciplinary and shared thought 

that could sustain the socioeconomic and environmental growth and development of any nation. Universities 

are best positioned to accommodate climate change which requires knowledge across disciplines to provide 

strategies for mitigation and adaptation. The university offers the most appropriate opportunity for capacity 

building, that is for the training of teachers and and empowering the youth, the future leaders of tomorrow 

who with their training will be environmentally responsible. Mohanan (2010) noted that the goals of a 

university education have four interlocking goals, as follows:  

a) Dissemination of knowledge (knowledge of older generation preserved for new generation)  

b) Training people aimed at the production of man power needed for the preservation and progress of the 

nation and society (teachers, engineers, architects, bankers, farmers etc)  

c) Training of researchers needed for the preservation and expansion of human knowledge  

d) Development and enhancement of the inner potential of individual (intellectual, moral physical, 

spiritual, social etc.  and    in addition community service.  

Necessity for Teacher Preparation for Climate Change Curriculum  

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 Academic Journal of Science, Engineering and Technology 

Vol.8, Issue 3; May - June 2023; 

ISSN: 2837-2964 

Impact Factor: 6.67 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJSET/index; mail: topacademicjournals@gmail.com 

 
 

 

 

  
6 | A c a d e m i c  J o u r n a l  o f  S c i e n c e ,  E n g i n e e r i n g  a n d  T e c h n o l o g y  

|  https://topjournals.org/index.php/AJSET 

Teacher preparation at the university level is most appropriate for teaching functions. The teacher through 

various functions is equipped to effectively handle climate change curriculum. The university trained teacher, 

teaches, disseminates knowledge, research findings to government and industries and development and 

enhancement of potentials.  

Dissemination of Knowledge and Community Service  

The trained and qualified teacher for climate change must be prepared to disseminate knowledge, information 

and ideas   relating to climate change and environmental education. He should be able to disseminate 

knowledge on how to handle environmental problems as a result of man encroachment on the land through 

use of modern equipment and industrial activities. The trained teachers should create fora for interaction with 

students and community members and integrate needs into research and teaching.  

Capacity Building  

The teacher should be able to train and produce in turn capable manpower that would sustain the work initiated 

and for the sustenance, progress and preservation of the nation and society. The teacher is able to produce 

engineers, bankers, and architects etc who have been exposed to climate change education.  

Teaching  

The trained teacher should be prepared to interact with learners with the aim to help them acquire and sustain 

knowledge, skills, ideas etc Teaching aims at inculcating into the individual the power of acquisition, 

synthesis, retention, evaluation and development of habits attitudes necessary for effective learning, The 

teacher in this way will help learners acquire knowledge, ideas and how to tackle climate change and all the 

attendant problems.  A teacher on climate change should be conversant with global trends, vision and 

occurrences in matters of university education curricula with a view of infusing generic skills that would equip 

the students for the world of work. Obanya (2003:139) aptly articulated necessary generic skills for the teacher 

some of which are pointed out here. Analytical power, that is,  an advanced capacity for logical reasoning,  

verbal, expression and power of perceptions etc;  communication, power of  oral and written expressions, 

problem solving, that is  the ability to task one’s analytical power to the maximum in  a wide  variety of 

situations; team spirit, the ability to contribute meaning fully in  group activity in a wide variety of forms , to 

relate to others, to get out of one’s  shell while remaining oneself; creativity,  the ability to go beyond the well-

trodden path, in thinking as well as action. Versatility is necessary, that is a broadened horizon in terms of 

domains of knowledge and competence.  

Lifelong learning skills: perseverance, risk-taking and enquiring, reading as   a habit, selfdirected learning 

efforts, and the ability to face challenges, etc.  

Information Technology (IT): as a discipline in its own right, as a tool for support to other disciplines and life 

activities. The climate change curriculum trained teacher needs acquire the above generic skills to pass on to 

students and others. These skills are so relevant and necessary for our educational system today.                             

Research  

It is a norm that the trained teacher has been equipped to understudy research into issues and challenges of 

climate change and all other aspects. The teacher through seminars, awareness campaigns and personal contact 

should interact with all groups in the society. For instance his wealth of knowledge and experience, findings 

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 Academic Journal of Science, Engineering and Technology 

Vol.8, Issue 3; May - June 2023; 

ISSN: 2837-2964 

Impact Factor: 6.67 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJSET/index; mail: topacademicjournals@gmail.com 

 
 

 

 

  
7 | A c a d e m i c  J o u r n a l  o f  S c i e n c e ,  E n g i n e e r i n g  a n d  T e c h n o l o g y  

|  https://topjournals.org/index.php/AJSET 

and methods should rub off on other researchers, farmers, individuals and communities.  He should be 

prepared to be a collaborator and consultant for non government organizations, for government, individuals 

etc He needs to engage in continuous research exercise that must be sustained through development of learning 

skills. Research results that would enable the society tackle climate change challenges.  

CONCLUSION  

Human activities in agriculture and industries have been identified as being responsible for climate change 

with terrible and life-threatening consequences. The need for proper curriculum and training of teachers at the 

university level for awareness will go a long way in helping to   cushion problems of climate change and the 

need for a healthier society.    

RECOMMENDATIONS  

High-powered awareness campaign through a strong workforce and research should be mounted at all levels 

of government. Universities in addition to raising strong work force should embark on research with search 

light on all aspects of climate change. The society as a whole through awareness should participate in tackling 

the challenges  

REFERENCES  

Chakeredza, S., Temu, A., Yaye, A., Mukingwa, S. and Saka, K. (2009). Mainstreaming Climate Change Into 

Agricultural Education: Challenges and Perspectives. ICRAF Working Paper No. 82. Nairobi Kenya: 

World Agro forestry Centre. Debating Policy Options for National  Development : Enugu Forum 

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Compassion in World Farmageddon (2014). www.ciiwfiorg.uk/ourcompany farmageddon   Dunnell, K. and 

Travers, S(2011).  Shift in the Flowering Phenology of Northen Green Plants   

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 Academic Journal of Science, Engineering and Technology 

Vol.8, Issue 3; May - June 2023; 

ISSN: 2837-2964 

Impact Factor: 6.67 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJSET/index; mail: topacademicjournals@gmail.com 

 
 

 

 

  
8 | A c a d e m i c  J o u r n a l  o f  S c i e n c e ,  E n g i n e e r i n g  a n d  T e c h n o l o g y  

|  https://topjournals.org/index.php/AJSET 

Mohanan,K.p.(2010). The Goals of Education.https://www.google.com.ng/webhp?sourceid  

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Padsham, J., Virji, H. and  Seipt, C., (2009). Curriculum for Climate Change  

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