Jul 2026· International Journal of Social Work and Development Studies· 0 citations
Abstract
Environmental education across Nigerian universities remains predominantly informational: students are told
about environmental problems and expected, on that basis alone, to develop the attitudes, knowledge, and
behaviours that address them. This paper argues that this model rests on an outdated and largely discredited
assumption — that environmental knowledge reliably produces pro-environmental behaviour — and proposes
an integrative alternative grounded in experiential, place-based, and critically reflective pedagogy. Drawing
on the theory of planned behaviour, Kolb’s experiential learning cycle, Orr’s ecological literacy and Grue-
newald’s critical pedagogy of place, Freire’s critical pedagogy, universal design for learning, Schwartz’s norm
activation model, and Gifford’s psychological barriers to pro-environmental action, this paper develops a
framework addressing three distinct but interlocking gaps in Nigerian environmental education: the absence
of experiential and inclusive pedagogy attentive to diverse learners and indigenous ecological knowledge, the
psychological and normative barriers that prevent environmental awareness from translating into behaviour,
and the disciplinary tendency to treat environmental education as content delivery rather than capacity-build-
ing for citizenship. The paper grounds its argument in confirmed empirical anchors including Kaiser, Wolf-
ing, and Fuhrer’s foundational theory of planned behaviour study, the New Ecological Paradigm scale, a
real University of Ibadan environmental awareness study, a genuine, if more cautious than commonly cited,
systematic review of environmental education outcomes for conservation, and a documented African social
work precedent for indigenous knowledge integration in environmental practice from Zimbabwe, published
in a journal indexed across AJOL, DOAJ, and Scopus. The paper advances six testable propositions concern-
ing experiential pedagogy, inclusive design, and normative barriers to pro-environmental behaviour among
Nigerian university students, and concludes with recommendations for restructuring environmental education
around experiential, inclusive, and psychologically realistic foundations.
The marginalisation of indigenous and traditional knowledge systems within India's higher education landscape represents a critical gap at the intersection of epistemological justice, sustainable development, and rural livelihoods. This paper synthesises evidence from ecological, pedagogical, and economic literatures to construct an integrative framework for embedding Traditional Knowledge Systems (TKS) into higher education curricula as a vehicle for building sustainable livelihoods. Drawing on Sen’s Capability Approach, Shiva’s Ethnoscience paradigm, and Freire’s Critical Pedagogy, the paper advances the TKS-SL Nexus Model, a five-pillar architecture that bridges epistemic plurality, community-embedded learning, bio-cultural conservation, entrepreneurial incubation, and policy co-creation. The paper identifies structural barriers, including curricular rigidity, credentialist hierarchies, and colonial epistemological residue, that systematically exclude traditional knowledge holders from the formal knowledge economy. Three pathways are theorised: (i) institutionalising TKS as accredited disciplinary modules within the National Education Policy 2020 framework; (ii) establishing Living Knowledge Laboratories as hybrid community–university interfaces; and (iii) deploying knowledge co-production protocols that valorise practitioner expertise alongside academic credentials. The framework carries implications for the United Nations Sustainable Development Goals (SDGs 4, 8, and 15) and contributes to emerging discourses on decolonised, pluriversal universities. This paper positions TKS integration not as cultural preservation alone, but as a transformative economic and ecological strategy for twenty-first century India.
Amitava Ghosh· International Journal of Int...· 0 citations
The pursuit of equity and social justice in higher education demands pedagogical approaches that transcend Western-centric traditions and legitimise diverse cultural epistemologies. This study examines Culturally Responsive Teaching (CRT) specifically in the Indonesian EFL context and intends to examine CRT as a pedagogical strategy and a way to problematise epistemological assumptions. Guided by the PRISMA 2020 framework and analysed through Critical Discourse Analysis (CDA) combined with document analysis), this research critically examines 22 documents. The findings indicate that, although CRT is recognised in national initiatives such as the Emancipated Curriculum and Emancipated Learning, its practical implementation remains uneven and largely superficial. At the classroom level, educators attempt to integrate indigenous knowledge, cultural identities, and local wisdom into English language teaching; however, these efforts are constrained by rigid, exam-driven curricula, limited professional support, and the pervasive influence of global English standards. The tension between internationalisation and localisation illustrates both the challenges and opportunities for CRT in reshaping Indonesian EFL education. Theoretically, CRT is positioned as a decolonial stance that resists epistemic hegemony while advancing epistemic justice by legitimising the ecology of knowledge. Practically, the study emphasises the urgency of aligning policies with CRT principles, expanding teacher training, and developing culturally sustaining instructional resources. By situating CRT at the nexus of social justice, decolonization, and global competence, this study contributes to global debates on inclusive and transformative education, highlighting its significance for the Global South and beyond.
While global discourse increasingly demands environmental stewardship, contemporary educational frameworks often relegate sustainability to theoretical, compartmentalized segments of curriculum. This paper addresses the critical necessity of embedding systemic sustainability across primary and secondary school operations, physical infrastructures, and pedagogical models. Utilizing a structured, three-tiered framework—comprising the ecological, socio-cultural, and socio-economic pillars—we explore systemic challenges and propose actionable solutions tailored for localized school systems. Special emphasis is given to rural-urban transitional contexts, such as those within Punjab, Pakistan, demonstrating how localized community-school alignment, place-based environmental training, and cost-effective waste circularity models can bridge the gap between academic theory and community-led green practice. The research advocates for transformative policy and professional training programs that empower educators to transition from passive teachers of natural sciences to active coordinators of systemic ecological change.
Saira Sohail Iqbal· Journal of innovative resear...· 0 citations
Entrepreneurship education has gained global prominence as a strategic tool for fostering innovation, job creation, and economic development. However, its dominant reliance on Western models has raised concern about its relevance and effectiveness in non-Western contexts, particularly in developing economies. This paper critically examines entrepreneurship education beyond Western frameworks with a focus on the role of decolonised curricula in enhancing innovative outcomes. It argues that the continues adoption of Eurocentric approaches often overlooks indigenous knowledge systems, local economic realities, and culturally embedded entrepreneurial practices which limit students’ capacity to generate context-specific solutions. The paper adopts a critical analytical approach to explore how decolonised entrepreneurship curricula can provide a more inclusive and relevant framework for teaching and learning. With the integration of indigenous knowledge, experiential learning, and community-based practices, decolonised curricula foster creativity that is grounded in local realities that is capable of addressing real-world challenges. Such an approach encourages learners to view their environment as a source of opportunity that promote sustainable and socially responsive innovation. Furthermore, the paper highlights the innovative outcomes associated with decolonized entrepreneurship education including enhanced problem-solving skills, increased entrepreneurial self-reliance, and the development of locally adaptable business models. Despite these benefits, challenges such as institutional resistance, limited capacity, and globalization pressures continue to hinder the transition from Western-dominated frameworks. The paper concludes that moving beyond Western models is essential for achieving meaningful and sustainable innovation in entrepreneurship education. It advocates for a balanced approach that integrates global
D. Dr.· Rivers State University Jour...· 0 citations
Environmental education has become increasingly significant in a world where climate change is reshaping natural systems and threatening human well-being. Recognizing teachers as central actors in shaping students’ environmental awareness, this qualitative study examines how school teachers perceive, interpret, and implement environmental education and climate-related content in their classrooms in Sunwal Municipality. Drawing on semi-structured interviews with tenteachers from public and private schools in Sunwal Municipality, the study explores their understanding of environmental issues, their day-to-day teaching practices, and the realities they confront in attempting to integrate meaningful climate education. The findings reveal that although teachers acknowledge the growing urgency of global warming and view environmental education as a fundamental part of students’ learning, they often feel constrained by limited resources, insufficient professional training, and rigid curriculum structures. These constraints leave many teachers feeling underprepared and unsupported despite their personal commitment to environmental awareness. The study underscores the need for sustained teacher capacity-building, greater access to experiential learning tools, and stronger institutional and policy-level support to ensure that climate education becomes an integral and effective component of the school experience
Babin Sharma Sapkota, N. P. Dhakal· Devkota Journal of Interdisc...· 0 citations
This study examines the relationship between teachers’ level of environmentalism and their pedagogical practices across South Sudan, using a survey conducted among 254 primary school teachers in the Yei and Juba counties of Central Equatoria State, South Sudan. Through a statistical analysis of the survey data and use of relevant theory, the findings reveal pro-environmental attitudes and engagement among teachers; however, these are more focused on context-bound environmental issues, unlike in Western countries, where more abstract types of environmentalism often dominate engagement. At the same time, the survey identifies education practices as rather teacher-centred, combined with a focus on motivating learners towards environmental education, which we interpreted as caring for the learners. This indicates a paradoxical combination: a talk-and-chalk practice combined with learners’ wellbeing. Therefore, the teachers’ responses do not represent a coherent and consistent pedagogical position. Furthermore, the relationship between environmental engagement and pedagogy is positive but weak, suggesting that pro-environmental attitudes only partly translate into learner-centred teaching. In contrast, strong correlations were found between environmental engagement and teachers’ efforts to motivate and support pupils. Thus, the study contributes to the understanding of context-bound environmentalism and the attitude–pedagogy gap within a resource-based, post-conflict educational setting.
Unknown authors· Education sciences· 0 citations
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