Why Current Approaches to Environmental Education Are Not Working
Environmental education has become increasingly important in modern schooling globally, particularly in response to global environmental challenges. But it is even more important for Nigerian schools, the insights from the Green Educators Survey shows that 86% of schools in Nigeria face environmental risks from flooding, waste pollution, air pollution, erosion and more. Many schools have started responding by integrating environmental education into curriculums and school activities.
This module examines the limitations of some of the current approaches to environmental education and explores why these approaches often fail to produce meaningful and lasting impact.
1. Theory-Heavy Teaching
One of the major challenges in environmental education is its heavy reliance on theoretical instruction.
In many classrooms, environmental topics are taught through non-contextual definitions, textbook explanations, note-taking and examinations
While this approach helps students develop foundational knowledge. Students may understand concepts such as pollution or climate change intellectually, but they do not develop a personal connection to these issues.
Without opportunities to apply knowledge in real-life contexts, learning remains detached from action.
Illustration from a Typical School
A teacher delivers a lesson on pollution.
Students copy notes such as:
“Pollution is the introduction of harmful substances into the environment.”
They list types:
- air pollution
- water pollution
- land pollution
They write a test and pass/fail.
But after the lesson: Students still throw sachet water nylons on the school ground and waste is still being burned behind the school by a teacher or staff.
Insight
Both the teacher and students understood the concept…
but their behavior did not change.
2. One-Way Instruction and Student Disengagement
Another limitation is the continued use of teacher-centered instructional methods.
In many cases, environmental education is delivered through lectures, one-way communication where students are passive listeners. Students are expected to absorb information rather than actively engage with it.
This approach can lead to disengagement, as students are not given opportunities to ask questions, explore ideas, participate in discussions and take part in hands-on learning.
Environmental education requires active participation, as it is closely linked to real-world issues and behaviors. When students are not engaged, learning becomes superficial and less impactful.
Illustration from a Typical Classroom
A teacher is explaining climate change.
The teacher talks for 30 minutes.
Students listen quietly and copy notes.
No questions are asked.
No discussion takes place.
No activity follows.
After class: Students cannot explain how climate change affects their own community and they are not interested in the topic.
Insight
Students were present…
but they were not engaged.
3. Fear-Based Narratives
Environmental education is sometimes presented through fear-driven messaging.
Students may be exposed to alarming statements about environmental destruction, such as the severity of climate change, the loss of biodiversity in our ecosystems and the negative consequences of human activities on the environment.
While it is important to communicate the seriousness of environmental challenges, an excessive focus on fear can have unintended consequences. Students may experience anxiety, helplessness and emotional disconnection. Instead of motivating action, fear-based narratives may lead students to feel that environmental problems are too large to address.
Effective environmental education should balance awareness of challenges with a sense of hope, responsibility, and possibility.
Illustration from a Typical Lesson
A teacher shows students videos of flooding disasters, dying animals and extreme environmental damage.
The message is “The world is in danger.”
Students react with silence, worry and emotional discomfort
But no follow-up is given on what they can do.
Insight
Students feel afraid…
but not empowered.
They begin to think: “There is nothing I can do.”
4. Cognitive Overload
Environmental issues are often complex and interconnected. In an attempt to provide comprehensive knowledge, educators may introduce a large amount of information within a short period.
Students may be required to learn about climate systems, environmental degradation and global sustainability challenge. Without adequate time for reflection or application, this can lead to cognitive overload.
When students feel overwhelmed, they may struggle to retain information, deeply understand key concepts and connect ideas to real-life situations
As a result, learning becomes less effective, and students may disengage from the subject.
Illustration from a Typical Classroom
In one week, students are taught:
- climate change
- greenhouse gases
- global warming
- ozone layer depletion
All in quick succession.
They memorize definitions, causes and effects but they cannot clearly explain any of them in their own words.
Insight
Students are exposed to information…
but they do not achieve deep understanding.
5. Lack of Relevance and Student Agency
Environmental education sometimes fails to connect with students’ immediate environment and daily experiences.
Discussions on how global warming is melting glaciers and affect polar bears may feel distant and unrelated to the students’ local context. They have never actually seen polar bears nor glaciers.
This lack of relevance can lead to a disconnection, as students may not see how environmental issues affect their own lives.
As a result, students may lack a sense of agency, which refers to the belief that they can take meaningful action. Without agency, students may thinkn“There is nothing I can do to make a difference.”
Effective environmental education must help students understand how environmental issues relate to their community and how their actions can contribute to solutions
Illustration from a Typical School
Students learn about melting glaciers, polar bears and rising sea levels. But their school environment has poor waste management, no greenery and no environmental activities
Students never discuss waste in their own community, flooding in their area, or the lack of parks and green spaces.
Insight
Students see environmental problems as far away in Antartica…
not something connected to their own lives.
So they do not feel responsible.
6. Exam-Focused Learning and Memorization
In many educational systems, learning is strongly driven by assessment and examinations.
Environmental education often becomes a topic to study for tests, a set of facts to memorize or information to reproduce during exams. This approach encourages surface learning, where students focus on remembering information rather than understanding or applying it.
As a result, students may perform well academically but fail to develop meaningful skills, environmental awareness or responsible behaviors. Learning becomes short-term and disconnected from real-life application.
Illustration from a Typical Classroom
Before exams, students are given:
“Important questions to read”
They memorize definitions of climate change, causes of pollution and the effects of deforestation.
They reproduce the answers in exams.
After the exam, they forget most of what they learned.
Insight
Students learn for the exam…
not for life.
7. The Knowledge-Action Gap
The combined effect of these limitations leads to what we previously learnt the knowledge-action gap where knowledge alone is not sufficient to drive behavior change.
Behavior is shaped by experience, participation, social influence and repeated practice. Without these elements, environmental education remains incomplete.
Illustration from a Typical School
A student can explain:
“Trees help reduce carbon dioxide.”
But:
- the student breaks tree branches in the school compound
- does not participate in planting activities
- does not see the importance of protecting plants
Insight
Knowledge exists…
but behavior does not reflect it.
Key Insight
Current approaches to environmental education often emphasize what students know, rather than what students do and experience.
To create meaningful impact, environmental education must move beyond theory, passive instruction, fear-based messaging, memorization and instead focus on engagement, relevance, action and lived experience.