Awareness and Perception of Climate Change among Technical andVocational Education and Training (TVET) Educators in Nigeria

Abstract

This study employed a descriptive survey design to assess the awareness and perception of climate change among Technical and Vocational Education and Training (TVET) educators in Nigeria. Respondents were randomly selected from 73 public universities and 51 polytechnics owned by the federal and state governments. Participants were drawn from the SkillG training WhatsApp platform, which comprises lecturers and technologists teaching building/woodwork, electrical/electronic, and mechanical/metal technologies. One educator was randomly chosen from each institution’s four-member representation on the platform, yielding a total of 124 respondents. Data were collected using a structured 92-item checklist divided into seven thematic sections covering the causes, effects, and mitigation strategies for climate change. The instrument was administered via Google Forms and distributed through WhatsApp, enabling real-time follow-up and achieving a 100% response rate. Respondents were asked to select all applicable items across each section. The data were analysed using simple descriptive statistics and presented through pie charts, frequencies, and percentage tables. Findings revealed that although general awareness of climate change exists among TVET educators, most respondents lacked a comprehensive understanding of its principal causes, far-reaching effects, and viable mitigation strategies. Contributing factors to this knowledge gap include insufficient environmental education, inadequate policy incentives, weak
legislative frameworks, poor consumer habits, and limited government commitment to climate action. The study highlights the urgent need to strengthen climate literacy within the TVET sector to promote sustainable practices and support national and global climate objectives.