Acquisition of Environmental Literacy by Nigerian University Students: An Empirical Study

Caroline L. Eheazu


The purpose of the study was to ascertain the extent to which Nigerian University students attain appropriate levels of Environmental Literacy (EL) that would enable them later, as adult members of society, to effectively contribute towards national and global sustainable development. Roth’s (1992) definition of environmental literacy levels was adopted. A total of 1,514 students in seven Departments/Programmes within four faculties in three selected Nigerian Universities were involved in the study. Percentages, means, the Pearson Product Moment Correlation Coefficient, the Spearman-Brown Formula and the Analysis of Variance (ANOVA) were the statistical methods used to analyze data obtained through a Questionnaire. From the analysis, it was established that the students acquired the nominal level of Environmental Literacy (ELL1) most, less of the functional level (ELL2) and least of the operational level (ELL3). It was also established, among other facts, that the three Universities studied did not differ significantly in exhibiting this trend of limited student EL acquisition. The findings were discussed, conclusions drawn and some remedial suggestions made, clearly emphasizing the need for inclusion of core environmental protection and management courses in all Nigerian University Undergraduate Programmes to equip students with desirable knowledge, values and skills for tackling contemporary environmental issues and problems.

Keywords: Acquisition, Environmental Literacy Levels, Nigerian University Students.

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