05/09/2025
Why Environmental Education Must Be Added to Nigeria’s New Secondary School Curriculum
By Foster Mamuyovbi Akpore
The unveiling of Nigeria’s new secondary school curriculum marks a decisive step towards aligning education with the realities of the twenty-first century. The inclusion of journalism, programming, artificial intelligence, and fact-checking signals the government’s recognition that tomorrow’s citizens must be skilled communicators, problem-solvers, and innovators. Yet, in the midst of this bold reform, one vital component is conspicuously absent: Environmental Education.
For a nation like Nigeria, where livelihoods are deeply tied to the land, rivers, forests, and atmosphere, omitting environmental learning from the core curriculum is a costly oversight. The truth is plain: the environmental crisis is no longer a distant threat but a daily reality. Communities in the Niger Delta grapple with oil spills and gas flaring, the north faces creeping desertification, while floods displace thousands across the middle belt and southern states. These are not abstract phenomena; they are the lived experiences of millions of Nigerians.
At a recent sensitisation organised by the Ejiro & Otive Igbuzor Foundation, we unveiled Flames of Injustice and renewed the call for an end to gas flaring in Delta communities. That conversation underscored the need to move beyond conferences held in urban centres to the very theatres of environmental degradation. It also made clear that we must catch them young if meaningful change is to take root. The next generation of leaders, innovators, and activists—the Margaret Maathais and Greta Thunbergs of Nigeria—must be nurtured in our classrooms. This can only happen if environmental awareness is made compulsory.
Currently, environmental education is embedded across various subjects in both Junior and Senior Secondary schools. In Junior Secondary School, Basic Science introduces students to ecology, ecosystems, pollution, conservation, waste disposal, and renewable energy (SDG 13, 14, 15). Basic Technology explores energy use, environmental effects of technology, and recycling (SDG 7, 12). Agricultural Science covers soil conservation, afforestation, sustainable farming, bush burning, and irrigation (SDG 2, 15). Social Studies examines human–environment interactions, population, and sustainability (SDG 11, 13, 15). Civic Education and Physical & Health Education focus on environmental duties, sanitation, water hygiene, and disease prevention (SDG 16, 3, 6).
At the Senior Secondary level, Biology deepens understanding of ecology, ecosystems, conservation, and pollution control (SDG 13, 14, 15). Geography addresses landforms, climate, desertification, deforestation, and human impact (SDG 13, 15, 11). Agricultural Science emphasizes soil management, irrigation, environmental impacts of farming, and sustainable practices (SDG 2, 12, 15). Chemistry covers pollutants, environmental chemistry, and water and air quality (SDG 6, 13, 14). Physics examines energy resources, climate-related issues, and power generation effects (SDG 7, 13). Economics, Civic Education, and Health Education continue to reinforce sustainable development, public health, and environmental responsibility (SDG 8, 12, 13, 16, 3, 6).
This scattered integration shows that environmental education is already present in the curriculum, but its lack of coherence and visibility limits its impact. What is required is a stand-alone subject that brings together these strands into a unified framework. Around the world, several countries have recognized this need and implemented dedicated environmental courses in secondary schools. Finland, Norway, and Germany offer stand-alone courses such as Environmental Studies or Sustainability and Environmental Management. South Africa provides Environmental Management Science in senior secondary school, while Australia and the United States offer Environmental Science or Sustainability Studies as electives. Japan also provides dedicated environmental courses focusing on pollution, climate, and resource management.
These stand-alone courses allow students to gain a coherent, in-depth understanding of climate change, ecosystems, biodiversity, pollution control, sustainable resource use, and community-based environmental action. Countries with these programs have seen students emerge as proactive stewards of the environment, translating classroom learning into community projects, sustainable initiatives, and leadership in climate advocacy. Their success underscores that a structured approach to environmental literacy can produce citizens capable of balancing economic progress with ecological responsibility.
At the Ejiro & Otive Igbuzor Foundation, we have witnessed firsthand how environmental awareness transforms young people during our sensitisation programmes. Once students understand that their daily choices—how they manage waste, use water, or conserve energy—directly affect the well-being of their communities, they begin to see themselves as stakeholders in building a sustainable future.
Therefore, while applauding the government for integrating modern skills into the secondary school system, I call for the urgent inclusion of Environmental Education as a stand-alone subject. The classroom is where tomorrow’s battles are first won. Let us ensure our students are prepared not only for the digital age but also for the environmental age that has already arrived.
