Nigerian primary school pupils’ level of knowledge about sustainability and their sustainability-related behaviours



Most educational institutions have failed in their responsibility of promoting acceptable pro social and sustainability behaviours among students. Consequently, there is a significant decline in the character, moral values and suitability behaviours of students. Perhaps, this can be attributed to status of sustainability integration into the existing school subjects in schools. Thus, this study explores Nigerian Primary School Pupils’ level of knowledge about sustainability and their sustainability-related behaviours. 1314 fifth and sixth year primary school pupils served as the sample for the study. Researcher constructed True-False Knowledge Test and Sustainability behavioural scale were used to elicit information from the respondents in a descriptive survey study. The collected data were analyzed using descriptive statistics. The results of the study revealed that: (1) Nigerian primary school pupils had limited knowledge about sustainability (2) they exhibited favourable behaviours towards sustainability issues and (3) home upbringing, expense reduction, tendency to sustain what they have, convenience and waste reduction are the key factors in stimulating sustainability behaviours in the pupils. Based on the findings of this study, it was recommended that concerted efforts should be made by the elementary school teachers to equip pupils with sustainability knowledge through effective integration of sustainability in the existing school subjects. In addition, school administrators should direct their efforts towards rewarding display of sustainability behaviours by the pupils.


Primary school pupils, sustainability, behavioural theories, sustainability behaviour, pro-social behaviours, sustainability knowledge

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Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education University of Patras

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