Capacity Building Needs of Undergraduate Students for Climate Change Adaptation and Mitigation in the University of Nigeria, Nsukka, Enugu State

Capacity Building Needs of Undergraduate Students for Climate Change Adaptation and Mitigation in the University of Nigeria, Nsukka, Enugu State

Eze, Emmanuel Chukwuma

Department of Social Science Education, University of Nigeria, Nsukka

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000575

Received: 15 August 2025; Accepted: 20 August 2025; Published: 21 September 2025

ABSTRACT

The study examined the capacity-building needs of undergraduate students for climate change adaptation and mitigation in the University of Nigeria, Nsukka, Enugu State. Two research purposes and two research questions guided the study. The study employed a descriptive survey design. The population of the study comprises all 8,303 undergraduates. The sample size for this study was 368 respondents sampled using a multistage sampling procedure. The instrument for data collection is a structured questionnaire titled ‘Capacity Building Needs Questionnaire (CBNQ)’. The instrument was validated by three experts from the faculty of Education. The overall reliability index of 0.89 was obtained using Cronbach’s Alpha. The data collected for the study were analyzed using mean and standard deviation. The study’s findings revealed that undergraduate students need capacity building in climate change adaptation, specifically in the following areas: identifying climate-related risks and vulnerabilities in local communities, applying climate-resilient principles in agricultural or environmental projects, and proposing sustainable water management practices for small-scale settings, among others. The study also found that undergraduate students need capacity building on climate change mitigation on: ability to explain key renewable energy technologies and their potential applications, assess personal carbon footprints and suggest reduction measures, apply energy conservation practices in daily life and campus settings, promote awareness of sustainable transportation options among peers, understand sustainable land use concepts and recommend eco-friendly practices, among others. Based on the findings, the study recommended that: universities should incorporate hands-on, interdisciplinary climate change courses that combine theoretical knowledge with practical skills such as climate data analysis, renewable energy applications, and community-based adaptation projects; educational institutions should establish partnerships with local communities and organizations to provide students with internships, fieldwork, and service-learning opportunities that enable real-world application of climate mitigation and adaptation strategies.

Keywords: Climate Change, Adaptation, Mitigation, Capacity Building, Undergraduate

INTRODUCTION

The prevalent issues of climate change across the globe has necessitated that everyone irrespective of class, status, race or location be aware of climate change adaptation and mitigation strategies. Hence, the thrust of this study is to ascertain the capacity building needs of undergraduate students for climate change adaptation and mitigation in the University of Nigeria, Nsukka. IPCC (2022) defines climate change as any change in climate over time, due to the occurrence of natural variability or as a result of human activities. Climate change is described as a statistical variation that persists for an extended period, typically for a decade or longer (Ogbuabor & Egwuchukwu, 2017). According to Manal and Mohsen (2015) climate change means global warming or the greenhouse effect which is caused by the emissions of greenhouse gases (GHGs) into the atmosphere through enormous human activities, particularly the burning of fossil fuels. Operationally, Climate change can be seen as a natural process where temperature, rainfall, wind and other elements vary over decades or more.

South-East Nigeria has experienced rising temperatures in recent decades, indicated by long-term temperature records from weather stations (Ajayi, Adegoke & Ogunjobi, 2017). Another indicator is changing rainfall patterns (Ibe, 2014). Other indicators observed in South-East Nigeria include: increased frequency and intensity of extreme weather events (Nnaji & Eze, 2020), sea-level rise and coastal erosion (Okpala, Ibe & Ochoche, 2020), changes in vegetation and biodiversity (Alberts & Adeniji, 2013), impacts on agriculture and food security (Onyeneke, Olalowo & Oduh, 2019), amongst others. In South-East, it has been observed that seasons are arriving earlier or later than they should, there is also shifts in some animals’ territory and some plants struggling to survive as well as flooding in several area (Okafor & Eneogu, 2024). These indicators collectively provide evidence of climate change in South-East Nigeria.

Changes in climate are widespread and they have corresponding agricultural, social, economic and health impacts. Some of these climate change impacts are relatively direct, evident from climate change impact on food security as it can affect agricultural productivity and crop yields and as well causing changes in growing seasons and weather patterns (Ani, Anyika & Mutambara, 2022). Other economic and social impacts may include loss of infrastructure and property, displacement and migration of communities, economic losses and instability. These changes in climate can also harm the health of individuals and the environment causing injury and illness.  Additionally, pregnant women and newborns are extremely vulnerable to the direct impact such as heat stress, extreme weather events, air pollution, water scarcity, potentially impacting both the immediate and long-term health challenges including preterm birth, low birth weight, developmental anomalies and preeclampsia (Roos et al., 2021).

Climate change has reduced food security and affected water security, hindering efforts to meet Sustainable Development Goals. Climate change has slowed the growth of agricultural produce over the past 50 years globally, with related negative impacts mainly in mid and low latitude regions (Roos et al., 2021). Ocean warming and ocean acidification have adversely affected food production from fisheries and shellfish aquaculture in some oceanic regions. Roughly half of the world’s population currently experience severe water scarcity for at least part of the year due to a combination of climatic and non-climatic drivers (United States Agency for International Development USAID, 2022). In all regions increases in extreme heat events have resulted in human mortality and morbidity. Climate and weather variables affect the air people breathe, the food they eat, the water they drink, and the chances that they will get infected with a life-threatening infectious disease (National Institute of Environmental Health Sciences [NIEHS], 2022).

Climate change poses significant challenges to university students, affecting their academic engagement, health, and overall well-being. Rising temperatures and unpredictable weather patterns increase the incidence of heat-related illnesses, respiratory problems from poor air quality, and the spread of vector-borne diseases such as malaria. These health challenges often lead to increased absenteeism and reduced classroom participation (Roos et al. 2021). Extreme weather events, including floods and storms, damage infrastructure, disrupt transportation systems, and hinder students’ ability to commute to campuses, especially in rural or flood-prone areas. Additionally, climate-induced crop failures and economic disruptions exacerbate financial stress, making it difficult for students to afford tuition, learning materials, and daily living expenses (Ani et al., 2022). In some cases, families facing severe economic hardship or environmental degradation may be forced to migrate or relocate, leading to displacement and the interruption of academic programs. Beyond the physical impacts, the psychological strain from uncertainty and repeated disruptions can affect concentration, motivation, and academic performance, creating a cycle where climate change undermines educational outcomes for university students.

Climate change significantly disrupts university students’ education in Nigeria. Extreme weather events like flooding and heatwaves often lead to reduced attendance due to unsafe travel or campus closures. Illnesses such as malaria, cholera, and heat stress rise with changing climate conditions, affecting concentration and academic performance (Megersa & Luo, 2025). Transportation issues caused by damaged roads and infrastructure hinder timely access to classes. Economic hardship grows as families, especially in climate-affected agrarian areas, face income losses, leading to financial stress over tuition and living costs. In extreme cases, migration and displacement from flood- or drought-prone areas interrupt students’ studies, forcing relocation and causing social and academic instability (Ullah, Dong, Shah, Xu & Alotaibi, 2025). Fortunately, there are actions one can take to ensure we prosper in future. These actions fall into one of two broad categories: adaptation and mitigation (Okafor & Eneogu, 2024). These terms go hand-in-hand while navigating through the climate crisis, but they mean very different things.

Adaptation is an aspect of the response to climate change at national and international levels. According to Poutiainen, Ford, Lesnikowski and Heymann (2013) adaptation refers to the ability of human and ecological systems to manage or cope with a changing climate. Also, climate adaptation actions refer to the measures taken to prepare for, respond to, and recover from the impacts of climate change (UNFCCC, 2015). IPCC (2022) refers climate change adaptation as the process of adjustment to actual or expected climate and its effects in order to moderate harm or take advantage of beneficial opportunities. Pettengell (2010) defines climate change adaptation as actions that people and institutions make in anticipation of, or in response to, a changing climate. This includes changes to the things they do, and/or the way they do them. Operationally, climate change adaptation means altering our behavior, systems, and ways of life to protect our society, our economies, and the environment in which we live from the impacts of climate change.

Mitigation on the other hand encompass the utilization of alternative and renewable energy sources. Mitigation actions are actions taken to reduce or prevent the emission of gas into the atmosphere (Okafor & Eneogu, 2024). Mitigation simply means reducing emissions of greenhouse gases which is the main cause of human-induced climate change (Preston, Westaway & Yuen, 2011). These include solar and wind power, enhancing energy efficiency within buildings and transportation networks, decreasing deforestation while encouraging reforestation, constructing climate-resilient infrastructure such as flood-resistant homes and robust water systems, and fostering international agreements (Lawler et al., 2013). When some of these actions are put in place, it will help reduce the negative effects of climate change, promote health, yield economic benefits and bring about a more sustainable environment (Suarez, 2020). It is pertinent to note that engaging in climate change actions is important for environmental sustainability and also reducing the consequences of climate change.

Capacity building is essential for undergraduates to effectively address the challenges of climate change adaptation and mitigation. As the next generation of leaders, policymakers, and professionals, undergraduates must be equipped with the knowledge, skills, and competencies necessary to navigate the complexities of climate change (Ben, Dawson, Eilam, Gokpinar, Goldman, Naugauker & Dillon, 2024). To address these capacity gaps, undergraduates require training in several key areas. Firstly, they need a solid foundation in climate change science, including the causes, consequences, and impacts of climate change. This knowledge will enable them to understand the complexities of climate change and make informed decisions (Abbass, Qasim & Song, 2022). Secondly, undergraduates need to develop critical thinking and problem-solving skills to evaluate climate change information, analyze data, and develop effective solutions. This requires training in research methods, data analysis, and decision-making (Karayol & Topsakal, 2025). Undergraduates need to develop effective communication and collaboration skills to work with diverse stakeholders, including policymakers, business leaders, and community members. Undergraduates also need to develop a sense of personal and professional responsibility to address climate change. This requires training in ethics, leadership, and community engagement. Empirical evidence highlights that university students, as emerging professionals and future leaders, require targeted education and skill development to effectively respond to climate change impacts. Abubakar et al. (2020) revealed significant gaps in students’ understanding of local climate risks and sustainable practices. Addressing the capacity building needs of undergraduates is essential for equipping the next generation with the knowledge, skills, and attitudes necessary to effectively confront the multifaceted challenges of climate change thus the need for this present study.

Statement of the Problem

Climate change poses significant adverse effects on students, impacting their academic performance, health, and overall well-being. Extreme weather events such as floods, droughts, and heatwaves disrupt school attendance and learning schedules, often leading to prolonged closures or displacement of students. These disruptions hinder continuous academic engagement and negatively affect students’ ability to meet curriculum demands. Additionally, climate-related health issues, including heat stress, respiratory problems from poor air quality, and increased prevalence of vector-borne diseases, can reduce students’ concentration, attendance, and participation in school activities. Based on these issues, undergraduate students in universities should be comprehensively equipped with the necessary knowledge, skills, and attitudes to actively participate in climate change adaptation and mitigation. This includes having access to interdisciplinary curricula that integrate climate science, practical training opportunities, critical thinking development, and digital tools that empower them to design and implement sustainable solutions. Ideally, universities would foster an environment that encourages proactive engagement with climate issues, preparing students to become effective agents of change in their communities and beyond.

However, the real situation is far from this ideal. Empirical evidence suggests that many undergraduates lack adequate practical skills and interdisciplinary knowledge related to climate change. Their education is often theoretical, fragmented, and insufficiently linked to real-world climate challenges. There is also a notable deficiency in digital literacy and access to climate information systems, which hampers their ability to participate effectively in climate adaptation and mitigation efforts. This gap between the ideal and real circumstances underscores a critical need for enhanced capacity building interventions within universities to prepare students for the pressing demands of climate action. The absence of a clear understanding of the capacity building needs of undergraduate students in the University of Nigeria, Nsukka, poses a significant problem for several reasons. Firstly, it hinders the development of effective climate change education and training programs that are tailored to the specific needs of undergraduate students. Secondly, it limits the ability of the university to equip its students with the knowledge, skills, and competencies required to adapt to and mitigate the impacts of climate change. Finally, it undermines the university’s contribution to Nigeria’s efforts to address the challenges of climate change. Therefore, this study investigated the capacity building needs of undergraduate students for climate change adaptation and mitigation in the University of Nigeria, Nsukka, with a view to identifying the knowledge, skills, and competencies that undergraduate students require to effectively adapt or mitigate climate change challenges. The study specifically found out the;

1. competencies needed by undergraduate students to effectively adapt to the effects of climate change in University of Nigeria, Nsukka
2. competencies needed by undergraduate students to effectively mitigate the effects of climate change in University of Nigeria, Nsukka

Research Questions

The following research questions guided the study:

1. What are the competencies needed by undergraduate students to effectively adapt to the effects of climate change in University of Nigeria, Nsukka?
2. What are the competencies needed by undergraduate students to effectively mitigate the effects of climate change in University of Nigeria, Nsukka?

METHODOLOGY

The study adopted a descriptive survey research design. The study was carried out in University of Nigeria, Nsukka campus which is location in Nsukka local government area of Enugu State. The population of the study comprised of all 8,303 undergraduate students from selected faculties (Faculty of Education, Social Sciences and Physical Sciences) in University of Nigeria, Nsukka (UNN). The choice of these three faculties is because these faculties are connected to some other faculties by virtue of some courses offered and also because the researcher cannot cover all faculties due to the largeness. The sample size for this study was368 respondents. Proportionate sampling technique was used to sample 167 undergraduate students from each of Faculty of Social Sciences, 89 from Faculty of Education and 112 from Faculty of physical sciences making a total of 368 respondents from the university community. The instrument for data collection is a structured questionnaire titled ‘Capacity Building Needs Questionnaire (CBNQ)’. CBNQ consist of four clusters. The research instrument was validated by three experts from Faculty of Education, University of Nigeria, Nsukka. The reliability of this instrument was ascertained through trial-testing of the instrument to determine the internal consistency of the items. Twenty (20) questionnaires were distributed for this reason. The reliability coefficient was determined using Cronbach Alpha. The overall reliability coefficient of 0.89 was obtained and this indicated that the instrument is reliable and was used for the study. The data collected was analyzed using mean and standard deviation. Mean score of 2.50 was used as the criterion level to accept or reject the mean responses.

RESULTS

Research Question 1: What are the competencies needed by undergraduate students to effectively adapt to the effects of climate change in University of Nigeria, Nsukka?

Table 1: Mean rating and standard deviation of respondents’ responses on the competencies needed by undergraduate students to effectively adapt to the effects of climate change in University of Nigeria, Nsukka

Table 1 shows that mean ratings and standard deviation of respondents on the competencies needed by undergraduate students to effectively adapt to the effects of climate changein University of Nigeria, Nsukka. The mean scores of items 1-7on the required column which are 3.37, 3.14, 3.15, 3.52, 2.90, 2.68 and 2.93 are all above the 2.50 acceptance threshold. This suggests that undergraduate students require all the highlighted competences. However, the mean scores of items 1-7on the possessed column which are 2.34, 2.33, 2.31, 1.40, 2.23, 2.13 and 2.06 are all below the 2.50 acceptance threshold. This implies that undergraduate students need capacity building on: ability to identify climate-related risks and vulnerabilities in local communities,apply climate-resilient principles in agricultural or environmental projects,propose sustainable water management practices for small-scale settings,assess the resilience of local infrastructure to climate impacts,integrate climate adaptation concepts into academic projects and presentations,interpret climate data relevant to their field of study using available software, and ability to develop basic climate risk communication materials for public awareness.

Research Question 2: What are the competencies needed by undergraduate students to effectively mitigate the effects of climate change in University of Nigeria, Nsukka?

Table 2: Mean rating and standard deviation of respondents’ responses on the competencies needed by undergraduate students to effectively mitigate the effects of climate change in University of Nigeria, Nsukka

Table 2 shows the responses of respondents on the competencies needed by undergraduate students to effectively mitigate the effects of climate change in University of Nigeria, Nsukka. The mean scores of items 1-8on the required column which are 3.18, 3.03, 2.83, 3.01, 3.26, 2.88, 3.32 and 2.86 are all above the 2.50 acceptance threshold. This suggests that undergraduate students require all the highlighted competences. However, the mean scores of items 1-8on the possessed column, which are 2.23, 2.17, 1.98, 2.03, 2.12, 2.25, 2.19, and 2.49, are all below the 2.50 acceptance threshold. This implies that undergraduate students need capacity building on: ability to explain key renewable energy technologies and their potential applications, assess personal carbon footprints and suggest reduction measures, apply energy conservation practices in daily life and campus settings, promote awareness of sustainable transportation options among peers, understand sustainable land use concepts and recommend eco-friendly practices, lead small-scale community awareness campaigns on climate mitigation, use digital tools and apps for monitoring energy use and emissions data, and ability to collaborate to propose climate mitigation projects. 

DISCUSSION

The findings of this study reveal a significant gap in the capacity of undergraduate students to effectively engage in both climate change adaptation and mitigation efforts. For adaptation, the students demonstrated a need for strengthened competencies in identifying climate-related risks and vulnerabilities in their local communities, applying climate-resilient principles in agricultural and environmental projects, and proposing sustainable water management practices for small-scale applications. These skills are vital for fostering local resilience, particularly in a country like Nigeria where climate impacts manifest in varied ways, from droughts and floods to biodiversity loss. The findings also highlight gaps in the ability to assess the resilience of local infrastructure, integrate adaptation concepts into academic and professional work, and interpret relevant climate data using digital tools. Moreover, the need to develop communication materials on climate risk underscores the importance of equipping students with the capacity to raise awareness and promote behavioral change within communities. These observations align with Ogunbameru, Mustapha, and Idrisa (2024), who stressed the importance of integrating climate change content into tertiary curricula, particularly in agricultural faculties, to ensure graduates are adequately prepared to address the sector’s vulnerabilities. Similarly, Efitre (2017) recommended embedding climate-focused manuals into training programs for fisheries and other sectors to enhance technical readiness in Africa.

For mitigation, the study found that undergraduates require targeted capacity building in areas such as explaining key renewable energy technologies and their applications, assessing personal carbon footprints and suggesting practical reduction measures, and applying energy conservation practices in both daily life and campus settings. Promoting awareness of sustainable transportation options, understanding sustainable land use principles, and recommending eco-friendly practices were also identified as critical gaps. These competencies are central to driving low-carbon lifestyles and influencing peers toward environmentally responsible behavior. Further, skills in leading community awareness campaigns, using digital tools to monitor energy use and emissions data, and collaborating on climate mitigation projects reflect the interdisciplinary and participatory nature of effective climate action. These findings are consistent with Mfitumukiza, Mwesigwa, Kayendeke, and Muwanika (2024), who reported widespread capacity building needs across zones, noting that even farmers required targeted training for soil-water conservation and drought adaptation skills that parallel the technical and behavioral changes needed among undergraduates for effective mitigation.

CONCLUSION

In conclusion, the study highlights a clear need for comprehensive capacity building among undergraduate students to enhance their effectiveness in addressing climate change challenges. While students show awareness of various adaptation and mitigation strategies, there remain significant gaps in practical skills, technical knowledge, and communication abilities essential for translating this awareness into meaningful action. Strengthening competencies such as risk assessment, climate data interpretation, sustainable practice application, and community engagement is crucial.

RECOMMENDATIONS

Based on the findings, the following recommendations are made:

1. Universities should incorporate hands-on, interdisciplinary climate change courses that combine theoretical knowledge with practical skills such as climate data analysis, renewable energy applications, and community-based adaptation projects.
2. Educational institutions should establish partnerships with local communities and organizations to provide students with internships, fieldwork, and service-learning opportunities that enable real-world application of climate mitigation and adaptation strategies.
3. Policymakers and university administrators should prioritize continuous professional development for educators, equipping them with updated knowledge and teaching tools to effectively deliver climate change education tailored to local contexts.
4. University administration should encourage and support student organizations and clubs focused on climate action to lead awareness programs, advocacy, and sustainability projects within campuses and surrounding communities to foster peer-to-peer learning and engagement.

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