Adebusoye, D.A. and Adekolurejo, O.A*
Department of Biology,
Adeyemi College of Education, Ondo, Nigeria
Burgeoning human population growth in Nigeria has triggered a cascade of environmental phenomena in recent times, leading to serious issues such as environmental pollution and oil spillage, intense natural resources depletion and biodiversity loss, global warming and sea level rise, entrenched poverty and aggressive tribal insurgence. Teachers are an indispensable strategic key player towards achieving a sustainable development and equitable environmental change. Teacher-trainees are thought as potential agents of influence on the minds of the public through the provision of essential knowledge, skills and values that will encourage learner's awareness and interest in their immediate environment as well as reinforce their active participation in solving local problems. Hence, the present study evaluated the levels of environmental awareness among (NCE and Degree students) teacher trainees of Adeyemi College of Education, Ondo. 100 students (50 NCE and 50 Degree) were randomly selected for the study and responses about their levels of environmental awareness were elicited using a structured questionnaire. T-test was employed to test for significant differences between teacher trainees with respect to their gender, educational programme and subject stream. The results showed that majority of the teacher trainees had considerable level of environmental awareness. Degree students had more awareness than their NCE counterparts while female trainees showed more awareness in comparison with their male contemporaries. Trainees in physical science department have more environmental awareness when compared to those in the biological sciences. In conclusion, environmental education should be incorporated as compulsory core subjects in the teacher training curriculum in Nigeria.
Environment, Teacher-trainees, Environmental education, Sustainable development, Nigeria,