Strategies for Educating Rural Communities on Water Pollution Prevention and Conservation in Rivers State, Nigeria

Strategies for Educating Rural Communities on Water Pollution Prevention and Conservation in Rivers State, Nigeria

Dr. Bell-Gam, Roseline Soprinye

Department of Adult & Non-Formal Education, Faculty of Education, University of Port Harcourt, Rivers State, Nigeria.

DOI: https://doi.org/10.51244/IJRSI.2025.120700107

Received: 21 March 2025; Accepted: 27 March 2025; Published: 06 August 2025

ABSTRACT

This paper explores strategies for educating rural communities on water pollution prevention and conservation in Rivers State, Nigeria. Water pollution and scarcity are posing significant threats to public health, environmental sustainability, and economic development in rural areas. The study adopted a descriptive survey design with a population of 150 respondents gotten from Riverine communities who are prone to water pollution. The instrument for data collection was a self -structured Questionnaire, which was analysed using mean statistics and standard deviation. The reliability of the instrument was analysed using Cronbach-Alpha and a reliability index of 0.85 was obtained. The results of the analysis showed that some of the respondents are aware of what water pollution is, they can identify some causes of water pollution in their area but they have not received any training or information on water pollution and also that community education is a good strategy for educating rural communities on water pollution prevention and conservation It was also revealed that poor access to rural communities makes implementation of the strategies for educating rural communities on water pollution difficult. Based on the findings the following recommendations were made that: Government should strengthen Community Education through trusted local channels and that facilitators of educational programmes in rural communities should address cultural beliefs respectfully since cultural beliefs influence how people interact with water bodies.

Keywords: Community Education Strategies, Water Pollution Prevention and Conservation

INTRODUCTION

Water related problems such as pollution and scarcity have become a serious environmental issue in Nigeria especially in Rivers State and these poses a significant threat to human health, environmental integrity, and socio-economic development worldwide. In rural communities, where access to clean water sources is often limited, the impacts of water pollution are particularly pronounced, affecting the well-being and livelihoods of millions of people. In many regions, including rural areas, water pollution is primarily caused by various anthropogenic activities such as industrial discharge, agricultural runoff, improper waste disposal, and inadequate sanitation infrastructure (Akhtar, Syakir Ishak, Bhawani & Umar, 2021). These pollutants contaminate fresh water sources, including rivers, lakes, and ground water, compromising their quality and suitability for drinking, irrigation, and other essential purposes.

The detriments of water pollution in society are multifaceted and far-reaching. Contaminated water sources contribute to the spread of water borne diseases such as cholera, typhoid, and dysentery, disproportionately affecting vulnerable populations in rural communities with limited access to health care facilities (Zerbo, Delgado & González, 2020). Additionally, polluted water bodies harm aquatic ecosystems; leading to biodiversity loss, decline in fish stocks, and degradation of habitats vital for supporting livelihoods dependent on fishing and agriculture.

Addressing water pollution requires a multifaceted approach that encompasses both pollution prevention and conservation efforts. While conservation practices play a crucial role in preserving water resources and mitigating pollution, their sufficiency and effectiveness in rural communities are often constrained by various factors, including limited awareness, inadequate resources, and traditional practices that may be detrimental to the environment (Mishra, Kumar, Saraswat, Chakraborty & Gautam, 2021). Proper education on best water conservation practices tailored to the needs and contexts of rural communities is therefore essential for enhancing their capacity to sustainably manage water resources and mitigate pollution risks. Empowering community members with knowledge about water conservation techniques, such as rainwater harvesting, drip irrigation, soil conservation, and eco-friendly sanitation, can significantly contribute to reducing water-wastage, improving water quality, and enhancing resilience to water-related challenges. Given the urgent need to address water pollution prevention and promote water conservation in rural communities, there is a compelling rationale for conducting a study on strategies for educating rural communities on water pollution prevention and conservation.

Statement of the Problem

In many rural communities across Rivers State, water is more than just a basic necessity, it is a lifeline for drinking, farming, fishing, and daily household use. Yet, despite its importance, increasing levels of water pollution threaten both the health of residents and the sustainability of their livelihoods.

Despite the growing environmental challenges associated with contaminated water sources such as the spread of waterborne diseases, decreased agricultural productivity, and ecosystem degradation there remains a noticeable gap in awareness and understanding of water pollution causes, consequences, and prevention strategies among rural populations. Efforts by government agencies, NGOs, and other stakeholders to address water pollution have often overlooked the importance of community-based education tailored to local contexts.

Many existing strategies are either poorly implemented, not culturally relevant, or inaccessible due to language, literacy, resource constraints, or infrastructure barriers. As a result, rural residents frequently engage in practices that inadvertently contribute to water contamination, such as open defecation, improper waste disposal, and the use of harmful agrochemicals.  Numerous authors have explored various topics on water pollution and conservation, but none has addressed strategies for educating rural communities on water pollution and conservation and that is the gap the study intends to fill. This situation underscores the urgent need to explore and implement more effective, community-centered educational strategies that can empower rural communities in Rivers State to become active participants in protecting and conserving their water resources.

Objectives of the Study

The objectives of this study are as follows:

1. To identify the current level of awareness and knowledge among rural communities regarding water pollution and conservation practices in River State.
2. To examine the various strategies for educating rural communities on water pollution and conservation practices in Rivers State.
3. To find out the challenges in implementing the strategies for educating rural communities on water pollution and conservation in Rivers State.

Research Questions

The following research questions will aid the study

1. What is the current level of awareness and knowledge among rural communities regarding water pollution and conservation practices in River State?
2. What are the various strategies for educating rural communities on water pollution and conservation practices in Rivers State?
3. What are the challenges in implementing the strategies for educating rural communities on water pollution and conservation in Rivers State?

LITERATURE REVIEW

Water Pollution

Water pollution is a pervasive and pressing issue that threatens the health of ecosystems, wildlife, and human populations worldwide. It refers to the contamination of water bodies, such as rivers, lakes, oceans, and groundwater, with harmful substances, ranging from chemicals and industrial waste to sewage and agricultural runoff (Myers, 2009). As a concept, water pollution encapsulates a complex web of environmental, social, and economic factors, making it a subject of critical concern and study. One of the primary drivers of water pollution is human activity. Industrial processes release toxic chemicals and heavy metals into waterways, while agricultural practices introduce pesticides, fertilizers, and animal waste. Urbanization leads to increased runoff of pollutants such as oil, trash, and chemicals from roads and urban areas into nearby water bodies. Additionally, inadequate waste management and sewage systems allow untreated human waste to contaminate rivers and coastal areas. Socially, marginalised communities often bear the brunt of water pollution, facing disproportionate health risks and limited access to clean water resources. Addressing water pollution requires a multifaceted approach that integrates scientific research, policy interventions, and public awareness campaigns. Effective regulation and enforcement of environmental laws are essential to curb industrial pollution and promote sustainable practices.

Causes of Water Pollution

The following are the main causes of water pollution:

1. Global warming;
2. Deforestation
3. Industry agriculture and livestock farming;
4. Rubbish and fecal water dumping;
5. Maritime traffic and
6. Fuel spillages

Impacts of Water Pollution in Rural Area

Water pollution in rural areas poses significant consequences that often exacerbate existing challenges faced by rural communities (Kookana, Drechsel, Jamwal & Vanderzalm, 2020). While urban areas tend to receive more attention regarding pollution, rural areas face unique and often overlooked issues due to their reliance on water for agriculture, livestock, and daily necessities. Critically examining the consequences of water pollution in rural areas sheds light on the intersection of environmental, social, and economic factors affecting these communities. Rural communities often rely on local water sources for drinking, cooking, and bathing. When these sources become contaminated, either through agricultural runoff, improper waste disposal, or industrial pollution, it poses serious health risks. Contaminants such as bacteria, pesticides, heavy metals, and pathogens can lead to waterborne diseases, gastrointestinal issues, reproductive problems, and even chronic illnesses like cancer (Gwenzi & Chaukura, 2018). Limited access to healthcare facilities in rural areas exacerbates the health impact of water pollution, as affected individuals may struggle to receive adequate treatment.

Agriculture is a primary economic activity in many rural areas, and water pollution can directly impact crop yields and livestock health. Pesticides, fertilizers, and other agricultural chemicals leaching into water sources can contaminate irrigation water, leading to reduced crop quality and yield (Zahoor & Mushtaq, 2023). Similarly, polluted water used for livestock drinking can result in decreased animal productivity, increased veterinary costs, and potential losses for farmers. Moreover, water pollution can harm rural tourism and recreational activities, further diminishing economic opportunities in affected areas. Rural areas are home to diverse ecosystems, including rivers, wetlands, and forests, which are essential for maintaining biodiversity and ecological balance. According to Ouma, Shane and Syampungani (2022), water pollution disrupts these ecosystems, leading to habitat degradation, loss of biodiversity, and decline in ecosystem services. Contaminants like fertilizers and pesticides can trigger algal blooms, deplete oxygen levels in water bodies, and harm aquatic organisms. Additionally, pollution from agricultural runoff can seep into groundwater, affecting aquifers and water tables, thereby compromising long-term water availability for rural communities.

Strategies for Educating Rural Communities on Water Pollution Prevention and Conservation in Rivers State

Community education stands as a beacon of empowerment, illuminating paths toward collective growth, resilience, and prosperity. Rooted in the belief that knowledge is the catalyst for positive change, community education transcends traditional boundaries, fostering inclusivity, dialogue, and lifelong learning among individuals of diverse backgrounds and experiences (Rocco, Smith, Mizzi, Merriweather & Hawley, 2023). At its core, community education embodies the principle of democratising knowledge, ensuring that learning opportunities are accessible to all members of society, regardless of age, socio-economic status, or educational background. By offering a rich tapestry of workshops, seminars, and skill-building programmes, community education centers serve as hubs of lifelong learning, nurturing curiosity and igniting passion across generations.

Community education serves as catalyst for social cohesion and civic engagement, forging bonds of solidarity and mutual respect among neighbours and community members (Keegan, 2019). Through participatory learning experiences and collaborative projects, individuals have the opportunity to connect with one another, share perspectives, and work together to address shared challenges and aspirations. In this way, community education becomes a vital catalyst for building resilient and vibrant communities. Community education plays a pivotal role in promoting cultural exchange and understanding, celebrating diversity as a source of strength and enrichment (Banks, 2015). By offering programmes that highlight the arts, heritage, and traditions of diverse cultural groups, community education fosters dialogue, appreciation, and cross-cultural collaboration, nurturing a sense of belonging and interconnectedness among community members. Community education programmes offer a diverse array of opportunities, ranging from vocational training to entrepreneurship workshops and adult literacy programmes, enabling individuals to adapt, thrive, and succeed in an ever-evolving world (Ghafar, 2020).

Use of Local Media

Water pollution and inadequate water conservation are pressing environmental issues affecting rural communities globally. In many such areas, limited access to formal education and modern communication channels hampers environmental awareness. As a result, local media can play a pivotal role in bridging the information gap and promoting sustainable water practices.

Local media refers to communication platforms that operate within and are tailored to specific geographic, cultural, and linguistic communities. These may include: Community radio stations, Local newspapers and newsletters, Village town criers or public address systems and Local theatre and drama groups.

Local media are often trusted by rural populations because most messages are delivered in local dialects, and are culturally sensitive. Their grassroots nature allows for direct engagement with target audiences. Using local media for environmental education ensures that messages about water pollution and conservation are relevant, accessible, and actionable. Local media serve as a bridge between knowledge providers and rural populations, particularly when formal education and infrastructure are limited (Fraser & Restrepo-Estrada, 2016).

Collaboration with Local Leaders

In addressing challenges of water pollution and conservation, collaboration with local leaders presents a practical and culturally sensitive strategy to promote environmental education for rural communities. These leaders which includes village chiefs, elders, religious figures, school heads, and community development officers, hold the trust and influence needed to mobilise their communities toward more sustainable practices (UNESCO, 2022). Local leaders play a crucial role in shaping the values, beliefs, and behaviours of their communities. Their involvement in environmental education efforts can bridge the gap between scientific knowledge and traditional understanding, making educational initiatives more relatable and effective. They often serve as the first point of contact for external organisations, Non-Governmental Organisations, and government agencies seeking to implement water conservation projects.

In rural areas, where formal education may be less accessible, and literacy levels may vary, local leaders can act as interpreters of environmental information. By using local dialects, cultural references, and story-telling, they can communicate complex issues such as chemical runoff, groundwater depletion, and watershed management in ways that resonate with local experiences (Leach, Scoones and Stirling 2013)

Challenges in Implementing the Strategies for Educating Rural Communities on Water Pollution and Conservation in Rivers-State

Educating rural communities about water pollution and conservation is essential for protecting the environment and public health, especially in ecologically sensitive areas like Rivers State, Nigeria. However, implementing effective education strategies in these communities comes with several significant challenges. These difficulties are often linked to educational, cultural, economic, and infrastructural factors.

1. Low Literacy and Limited Environmental Knowledge

A major barrier is the generally low literacy rate among rural populations in Rivers State. Since many people have limited formal education, they often struggle to understand materials that contain scientific or technical information about environmental issues. As noted by Oduaran (2020), this limits how much they can engage with traditional educational resources like leaflets or classroom-based lessons.

2. Cultural and Traditional Beliefs

Cultural beliefs also play a role in shaping how people respond to environmental education. In some rural areas, water bodies are viewed as sacred, which can lead to resistance against rules meant to protect or conserve these resources (Ezirim, 2019). Additionally, some residents may not see pollution as a local problem, especially when it is caused by external factors such as oil companies.

3. Poor Infrastructure and Limited Access

Many rural communities face poor road conditions, lack of internet access, and limited electricity. These issues make it difficult for educators and outreach programmes to reach remote villages with consistent and reliable information (Nwankwo & Ifeadi, 2021). Without proper infrastructure, efforts to raise awareness are often short-lived or ineffective.

5. Poverty and Economic Hardships

Many people living in rural areas of Rivers State are poor and rely on farming or fishing for survival (World Bank, 2021). Their immediate concerns are about making a living, so, long-term environmental issues may seem less urgent. If educational programmes don’t show clear economic benefits, they are often ignored.

6. Language and Communication Gaps

Most rural communities in Rivers State speak local languages such as Kalabari, Ikwerre, or Ogoni. If educational programmes are only offered in English, many rural people may not fully understand them. Okonkwo and Nte (2022) stress the need to use local languages and culturally relevant content for education to be effective.

METHODOLOGY

The study adopted descriptive survey design, which was chosen because of its strength in capturing the thoughts, perception and experiences of people within a specific area. The population size of the study consists of 150 individuals gotten from Riverine communities prone to water pollution. The entire population of 150 was used and deemed both manageable and sufficient to generate meaningful insights into the study. To gather data, a structured questionnaire was developed. Before deployment, the questionnaire was reviewed by two experts in the field and tested with a small pilot group to refine clarity and ensure appropriateness and a reliability index of 0.85 was obtained.  Once collected, the quantitative data were coded and analysed using descriptive statistics such as mean, and standard deviation.

RESULTS

Research Question 1: What is the current level of awareness and knowledge among rural communities regarding water pollution and conservation practices in River-State?

Table 1: Mean responses on Awareness and Knowledge Level on Water Pollution and Conservation (n = 150)

S/N	Questionnaire Item	VLL (1)	LL (2)	HL (3)	VHL (4)	(X)	Std. Dev	Decision
1	I am aware of what water pollution is	40	31	32	47	2.5	1.19	Agree
2	I can identify common causes of water pollution in my area	32	43	33	42	2.57	1.11	Agree
3	I understand the health effects of water pollution	38	33	37	42	2.55	1.15	Agree
4	I know how to prevent water pollution in my household.	33	33	45	39	2.60	1.10	Agree
5	I have received information or training on water conservation	45	35	35	35	2.40	1.15	Disagree
6	I actively participate in water conservation practices	41	35	38	36	2.46	1.13	Disagree
7	I believe water pollution is a serious issue in my community	46	36	33	35	2.38	1.15	Disagree
8	I know who to report to in case of water pollution incidents.	42	36	31	41	2.47	1.17	Disagree

Criterion Mean: 2.50

Data analysis on Table 1 shows that items 1, 2, 3, and 4 were accepted by the respondents as their various mean scores were above the criterion mean of 2.50. While items 5, 6, 7 and 8 were rejected because their various mean scores were below the mean score of 2.50. Based On the above table it can be deduced that most of the respondents are aware of what water pollution is, they can identify some causes of water pollution in their area, they know the health implications of water pollution and they know how to prevent it. It can also be seen that they have not received any training or information on water pollution, they don’t really participate in conservation practices, they don’t believe that water pollution is a serious problem and they don’t know who to report to in case of water pollution.

Research Question 2: What are the various strategies for educating rural communities on water pollution and conservation practices in Rivers- State?

Table 2: mean responses on various strategies for educating rural communities on water pollution and conservation. (n = 150)

S/N	Questionnaire Item	S D (1)	D (2)	A (3)	S A  (4)	(X)	Std.Dev	Decision
1	Community education through town hall meetings is effective	18	22	55	55	2.99	0.91	Agree
2	Using local radio programs helps spread awareness on water issues	20	25	52	53	2.92	0.94	Agree
3	School-based education can improve knowledge among children and families	43	38	34	35	2.41	1.14	Disagree
4	Training local leaders can help sustain water conservation education	34	41	33	42	2.25	1.13	Agree
5	Posters and signboards are helpful in communicating water safety messages.	37	40	40	33	2.46	1.09	Disagree
6	Partnership with NGOs improves community education on pollution	34	35	45	36	2.55	1.09	Agree
7	Door-to-door awareness campaigns are effective in rural settings	23	27	50	50	2.81	0.97	Agree
8	Social media can be used to reach younger members of the rural community	51	27	41	31	2.35	1.15	Disagree

Criterion Mean: 2.50

Data analysis on Table 2 shows that items 1, 2, 4, 6 and 7 were accepted by the respondents as their various mean scores were above the criterion mean of 2.50. While items 3, 5 and 8 were rejected because their various mean scores were below the mean score of 2.50. These indicates that the respondents agreed that some strategies for educating rural communities on water pollution and conservation are community-based education, the use of local media, training local leaders, partnering with NGO’s and door-to-door awareness campaigns are effective in rural setting.

Research Question 3: What are the challenges in implementing the strategies for educating rural communities on water pollution and conservation in Rivers-State?

Table 3: mean responses on the challenges in implementing strategies for educating rural communities on water pollution and conservation (n=150)

S/N	Questionnaire Item	S D (1)	D (2)	A (3)	S A (4)	(X)	Std. Dev	Decision
1	Lack of fund hinders education on water pollution in rural areas.	27	41	40	42	2.65	1.08	Agree
2	Poor access to rural communities makes implementation difficult	37	29	29	55	2.68	1.21	Agree
3	Low literacy level affects the effectiveness of awareness materials	38	35	29	48	2.58	1.18	Agree
4	Community members are not always willing to participate in programmes.	25	30	47	48	2.73	1.00	Agree
5	There is a shortage of trained personnel to carry out education campaigns.	32	43	33	42	2.57	1.11	Agree
6	Language barrier hinders effective communication of water issues.	33	37	43	37	2.56	1.09	Agree
7	Cultural belief sometimes conflict with water conservation practices.	35	40	35	40	2.53	1.12	Agree
8	Government support for community-based education is inadequate	33	33	45	39	2.60	1.10	Agree

Criterion Mean: 2.50

Data analysis on Table 3 shows that items 1, 2, 3, 5, 4, 6, 7 and 8 were all accepted by the respondents as their various mean scores were above the criterion mean of 2.50. These indicates that all the above items are the challenges hindering effective implementation of the strategies for educating rural communities on water pollution and conservation in Rivers-State.

DISCUSSION OF FINDINGS

This study explored strategies for educating rural communities on water pollution and conservation in Rivers State. Findings from this study revealed that some of the respondents agreed that they are aware of what water pollution is, they can identify some causes of water pollution in their area, they know the health implication of water pollution and they know how to prevent it. It can also be seen that they have not received any training or information on water pollution, while some said they don’t really participate in conservation practices and that they don’t believe that water pollution is a serious problem and they don’t know who to report to in case of water pollution.

The finding of this study on the various strategies for educating rural communities on water pollution and conservation showed that some respondents agreed that some strategies for educating rural communities on water pollution and conservation are community-based education, the use of local media, training local leaders, partnering with NGO’s and door-to-door awareness campaigns are effective in rural setting. This is supported by Ghafar, (2020) who asserts that community education programmes offer a diverse array of opportunities, ranging from vocational training to entrepreneurship workshops and adult literacy programmes, enabling individuals to adapt, thrive, and succeed in an ever-evolving world. This is also in line with Fraser & Restrepo-Estrada, (2016) which affirms that local media serves as a bridge between knowledge providers and rural populations, particularly when formal education and infrastructure are limited. Also Leach, Scoones and Stirling (2013) confirms that in rural areas, where formal education may be less accessible, and literacy levels may vary, local leaders can act as interpreters of environmental information. By using local dialects, cultural references, and storytelling, they can communicate complex issues such as chemical runoff, groundwater depletion, and watershed management in ways that resonate with local experiences. Although some respondents are of the opinion that school-based education cannot improve knowledge among children and families when it comes to water pollution and conservation. Some also disagreed with the fact that posters and signboards are helpful in communicating water safety.

The finding of this study on the challenges in implementing strategies for educating rural communities on water pollution and conservation, the respondents agreed that all the items on the questionnaire were the challenges facing the implementation of strategies for educating rural communities on water pollution and conservation. From the analysis, it was seen that low literacy levels affect the effectiveness of awareness materials. This is in line with Oduaran (2020) who sees literacy level as a challenge. He is of the opinion that since many people have limited formal education, they often struggle to understand materials that contain scientific or technical information about environmental issues. Also, from the analysis it was revealed that cultural beliefs hinder effective communication of water issues. This is in line with Ezirim, (2019) who asserted that in some rural areas, water bodies are viewed as sacred, which can lead to resistance against rules meant to protect or conserve these resources.

CONCLUSION

Helping rural communities in Rivers State learn how to prevent water pollution and conserve their water has never been more important. As we face growing challenges like polluted rivers, less available clean water, and a degrading environment, education offers real hope. It’s not just about sharing facts it is about empowering people to make lasting changes in their everyday lives. When communities understand the impact of their actions on water resources, they are more likely to become stewards of the environment. Through community education, use of local media, and working together on local projects, education becomes a tool that brings people together and inspires them to care for the water they rely on.

At the center of it, education helps people take charge starting at the grassroots level and drives meaningful change. It lights the path toward cleaner water, stronger communities, and a healthier environment for generations to come.

RECOMMENDATIONS

Based on the findings discussed thus far, the following recommendations were made:

1. Government should strengthen Community Education through trusted local channels. Since many community members already recognise what water pollution is, but lack structured education and updates. This can be achieved by organising regular community dialogue forums led by local leaders, health workers, and educators to discuss water pollution issues in local dialects using relatable examples. They should also use storytelling and drama, drawing from local culture and folklore to explain causes, effects, and preventive steps related to water pollution.
2. NGO’s and Local Authorities should expand the use of local media since formal education channels are limited in many rural areas. They should utilise community radio stations and local-language broadcasts to run weekly programmes on water safety, hygiene, and conservation and also include call-in segments where locals can ask questions or report water pollution incidents anonymously.
3. Facilitators of educational programmes in rural communities should address cultural beliefs respectfully since cultural beliefs influence how people interact with water bodies. They should work with traditional authorities and cultural custodians to find common ground between conservation and cultural practices

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