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Greener Journal of Educational Research
Vol. 14(1), pp. 209-221, 2024
ISSN: 2276-7789
Copyright ©2024, Creative Commons Attribution 4.0 International.
https://gjournals.org/GJER
DOI: https://doi.org/10.15580/gjer.2024.1.121624198
1 Business Education Department, Federal College of Education Pankshin
Email: nendirmwapatience43@gmail.com; Phone: 08036412402
2 Business Education Department, Federal College of Education Pankshin
Email: mannufulul@gmail.com; Phone: 07039642740
3 Guidance and Counselling, Federal College of Education Pankshin
Email: nandakdakas@gmail.com; Phone: 08033661929
Type: Research
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DOI: 10.15580/gjer.2024.1.121624198
This study is to presents an appraisal of pre-service teachers’ knowledge and utilization of the Sustainable Development Goals (SDGs) in Federal Colleges of Education located in the North Central region of Nigeria. The SDGs, will be adopted by the United Nations in 2015, to provide a comprehensive framework for addressing global challenges, including poverty, inequality, climate change, and sustainable development. Education, particularly at the pre-service teacher level, it will play a crucial role in fostering awareness and promoting action toward achieving these goals. The study was guided by five (5) specific objectives and five (5) research questions. The research design used for the study were mixed-methods approach, combining surveys, interviews, and document analysis to gather data from pre-service teachers enrolled in Federal Colleges of Education in the North Central region. The population of this study consisted of pre-service teachers enrolled in Federal Colleges of Education in the North Central region of Nigeria. The sample size for the study consisted of 200 pre-service teachers cut across two (2) Federal Colleges of Education in the North Central region of Nigeria, namely: Federal Colleges of Education Pakshin and Federal Colleges of Education Zaria which was drawn from the population of pre-service teachers in both schools within the North central of Nigeria. Simple random sampling technique was used to select samples using lottery method. A structured questionnaire will be used and administered to the pre-service teachers for the response by ticking an option of their choice. The study is aimed at assessing their familiarity with the SDGs, their understanding of the SDG principles, and their ability to integrate SDG concepts into their teaching practices and future classrooms. The researchers used mean as a statistical tool to analyse the data.
Published: 27/12/2024
Nansel Patience Nendirmwa
Email: nendirmwapatience43@ gmail.com
Phone: 0803641240
The problem of development has occupied the attention of scholars, activists, politicians, development workers, local and international organization for many years with an increase temper in the last two decades. It is seen as a multi-dimensional process involving the organization and reorientation of the entire economic and social system, popular attitudes and national institution as well as the acceleration of the economic growth, the reduction of equality and eradication of poverty (Todaro 2015). Even though there are different perspectives to development, there is a general consensus that development will lead to good change manifested in increased capacity of people to have control over materials asset, intellectual resources and ideology and obtain basic physical necessities of life (food, shelter, clothing) equality, employment, participation in government, political and economic inadequate education, gender equality, sustainable development and peace, this is why it is argued that the purpose of development is to improve people’s lives by expanding their choices, freedom and dignity. Although development is usually defined in a national context. Its widespread realization may necessitate fundamental modification of the international economic as social system as well.
In the bid to survive man is rapidly exposing the planet earth to the grave threat of climatic changes which poses problems to food, energy, politics and ecology security and together constitutes constraints to sustainable development (Wole, 2009). Nigeria as a nation is not excluded from the environmental consequences arising from anthropogenic variables as self-evident in the degradation of the ecosystems, loss of bio-diversity and decrease in agricultural produce. The Eastward rapid encroachment of the desert in Northern Nigeria poses threat to sustainable livelihood: and for the Niger Delta people it is ‘hell on earth’’, as cumulative practice of environmental degradation arising from pollution of land, air and water characteristic of oil exploration in Nigeria has made the region a flash point of conflict in the agitation for environmental justice and resource control (Agbu, 2005; Saka, Salau & Ali, 2007). Erosion and life consuming flood have become a reoccurring decimal in the unfolding dynamics of environmental problems in Southern Eastern Nigeria. The 2012 floods that ravaged nearly 25 states with untold economic, social and political consequences clearly debunk the notion that Nigeria is insulated from such environmental problems (Jackson, 2013). All these expressly depict the need for sustainable development in Nigeria.
Sustainable Development (SD) is about maintaining and improving the quality of life without compromising the ability of future generations to meet their own needs (WCED, 1987). And SD is not limited to a concern for the natural environment or focused exclusively on economic development. Rather SD is intended to encompass environment, economy, and social issues; but is often compartmentalized as an environmental issue. In its early manifestations, sustainable development was largely a green agenda, or bringing environmental considerations in economic development (John & Deborah, 2010). UNESCO (2003) identifies four principles or conditions of sustainable development (SD) accompanied with associated educational skills for attaining them. The first condition is “recognition of the challenge”; this requires skills in “learning to know”. Secondly, SD demands “collective responsibility and constructive partnership”: the skill needed here is “learning to live together”. The third condition for attaining SD is “acting with determination”; this calls for skills in “learning to do”. The last principle of SD is “the indivisibility of human dignity”; with the educational task of “Learning to be”. To implement these principles within the ESD framework, UNESCO (2003) highlights four domains which are basic education, reorienting existing education programs, developing public awareness and understanding of sustainability, and training. It is thus hoped that the implementation of the SD principles in concurrence with the associated educational tasks, within these four domains, would translate into sustainable living.
Teacher education institutions and teacher educators have been identified as key change agents in reorienting education to address sustainability. It is therefore expected to play a critical role in fulfilling the goals of the United Nations’ Decade of Education for Sustainable Development (DESD) (de Ciurana & Filho, 2006; Ciegis & Gineitien, 2006). Since the beginning of the 21st century, there is a growing interest in and support for education for sustainable development in the developed world and much has been written about the need to reorient teacher education towards sustainability. According to UNESCO (2005):
“Institutions of teacher education fulfill vital roles in the global education community; they have the potential to bring changes within educational systems that will shape the knowledge and skills of future generations. Often, education is described as the great hope for creating a more sustainable future; teacher-education institutions serve as key change agents in transforming education and society, so such a future is possible. Not only do teacher-education institutions educate new teachers, they update the knowledge and skills of in-service teachers, create teacher-education curriculum, provide professional development for practicing teachers, contribute to textbooks, consult with local schools, and often provide expert opinion to regional and national ministries of education. Institutions of teacher education also perform similar services for school principals who have significant impact on what occurs in schools. Because of this broad influence in curriculum design and implementation, as well as policy setting within educational institutions, faculty members of teacher-education institutions are perfectly poised to promote sustainable development Goals (SDG). By working with the administrations and faculties of teacher education institutions, governments can bring about systematic, economically effective change.”
Education for sustainable development is lifelong process that leads to an informed and involved citizenry having the creative problem-solving skills, scientific and social literacy, and commitment to engage in responsible individual and co-operative actions. UK Panel for education for Sustainable Development (1998), states that education for sustainable development enables people to develop the knowledge, values, and skills to participate in decisions about the ways we do things, individually and collectively, locally and globally, that will improve the quality of life now without damaging the planet of the future. Education for sustainable development is a holistic approach for school’s management and the curriculum, not a separate subject. It therefore requires reflection on what to teach, and how to teach in order to foster learning that emerges from discovery and is relevant to the learner’s life experiences Loughran (2006) also looks at teacher education as the pre-service and in-service teacher preparation where student teachers seek to develop knowledge and skills of teaching and to learn how to competently apply these in practice.
Education is an inevitable tool for sustainable development and the effectiveness of any educational system depends greatly on the educational attainment of teachers because no system of education can be qualitatively higher than the quality and commitment of its teachers. McKeown et al., (2002) argues that ESD requires the implementation of a skills-oriented teaching paradigm in order to promote an ESD which goes beyond mere education about sustainable development. Such skills will allow learners to actively participate in shaping today’s world and society in a sustainable fashion. Hence, Pre-service teacher education programs are therefore poised to addressing the issues of sustainability as they are well-situated to bring about a sustainable future by the dissemination of updated knowledge and skills which is inculcated to learners (Karpudewan, Zurida, & Norita, 2011). Powers (2004) also noted that pre-service teacher’s curriculum possesses a multiplier effect where one teacher has the potential to impact a number of student taught throughout his/her career. But UNESCO noted this challenge: “One of the great challenges of ESD is to have student teachers understand the interconnectedness of the environment, society and economy and have this interrelatedness be evident in their teaching and their lives as community members…” (2005, p. 43-44).
Utilization of the principles of sustainability and the interdependence of the environment, the economy, and social systems in teacher education is paramount as it can help us learn to make the changes necessary to become effective stewards of natural resources and the environment (Erdogan & Tuncer, 2009). Therefore, it behooves educators to ensure that the interconnection between the environment, economy and social structures become an integral part of teacher education programmes. It is a known fact that the education of school teachers plays a vital role in achieving changes in teaching and learning in schools. UNESCO-UNEP declaration related to learning for a sustainable development, namely, that of awareness and knowledge stated that: “If teachers are to engage their students effectively in Education for Sustainability, it is a reasonable assumption that they should have an understanding of Education for Sustainability as a concept and a secure knowledge of key contemporary environmental issues (Taylor, Kenelly, Jenkins & Callingham, 2006).
Teachers are important component of education whose services are important in the realization of educational goals all over the world. Due to their central role in the enterprise of education, it is important that prospective teachers, who are in a position to influence their students, begin their teaching careers with a clear understanding of ESD. But despite global focus on education for sustainable development since the beginning of the 21st century, it is obvious that Nigerian pre-service teacher education institutions and programmes are not doing all they can if anything at all to prepare teachers for teaching ESD. This study was therefore set out to draw attention towards knowledge and understanding of ESD by pre-service teachers (student teachers) as their role is central in teaching for sustainable development. Also, to determine whether pre-service teachers’ understanding of ESD is influenced by their discipline.
Statement of the Problem/Justification
Education plays a pivotal role in achieving the Sustainable Development Goals (SDGs) set forth by the United Nations. In Nigeria, particularly in the North Central region, Federal Colleges of Education are instrumental in preparing pre-service teachers to be the torchbearers of sustainable development through their future classrooms. However, despite the global commitment to the SDGs, there is a pressing concern that the knowledge and utilization of these goals among pre-service teachers in Federal Colleges of Education in North Central Nigeria may be inadequate. The Sustainable Development Goals (SDGs), adopted by all United Nations Member States in 2015, provide a comprehensive framework for addressing global challenges and achieving a sustainable future by 2030. These goals encompass a wide range of social, economic, and environmental issues, making them a vital tool for achieving holistic development. In Nigeria, the responsibility of educating future generations and cultivating awareness about the SDGs largely falls on pre-service teachers. Federal Colleges of Education in the North Central region play a critical role in preparing these teachers. However, there is a pressing concern regarding the level of knowledge and the utilization of the SDGs among pre-service teachers in these institutions. Despite the global significance of the SDGs and their potential to transform societies, there is a lack of research addressing the preparedness and understanding of pre-service teachers in the context of North Central Nigeria. The attainment of the SDGs largely depends on effective education and awareness, which begins with the educators themselves. This raises several critical questions:
Addressing these questions is crucial for not only improving the quality of education but also for making progress towards achieving the SDGs in Nigeria. The success of these global goals requires an informed and engaged generation of educators who can impart the importance of sustainable development to their students and actively contribute to the nation’s progress in this regard. Thus, this study seeks to appraise the current state of pre-service teachers’ knowledge and utilization of the SDGs, identifying challenges and proposing potential solutions for a more sustainable and inclusive future in North Central Nigeria.
Objective(s) of the Study
This research shall distinguish the following objectives;
The research focuses on those issues that have hindered Nigeria to achieve economic development, and also explore ways those issues or constraints can be addressed for the overall development of Nigeria.
The concept of Sustainable Development Goals (SDGs)
Sustainable Development Goals (SDGs) is a global initiative created by the United Nations to address a wide range of economic, social, and environmental challenges facing the world. The SDGs are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity by 2030. They build on the success of the Millennium Development Goals (MDGs) but are more comprehensive and interconnected. The SDGs were officially adopted in September 2015 by all 193 United Nations Member States. The United Nations describes the Sustainable Development Goals as “a shared blueprint for peace and prosperity for people and the planet, now and into the future.” These goals consist of 17 specific objectives, each with a set of targets aimed at addressing various aspects of sustainable development. The 17 Sustainable Development Goals are: No Poverty, Zero Hunger, Good Health and Well-being, Quality Education, Gender Equality, Clean Water and Sanitation, Affordable and Clean Energy, Decent Work and Economic Growth, Industry, Innovation, and Infrastructure, Reduced Inequality, Sustainable Cities and Communities, Responsible Consumption and, Production, Climate Action, Life Below Water, Life on Land, Peace, Justice, and Strong Institutions, Partnerships for the Goals
These goals are interconnected and address a wide range of global challenges, from poverty and hunger to gender inequality, environmental sustainability, and social justice. They provide a framework for governments, organizations, and individuals to work together to achieve a more sustainable and equitable world (United Nations, 2015).
The sustainable Development Goals (SDGs) are the expression of the strong commitment to universal development and poverty eradication made by the international community in the UN? Sustainable declaration in September, 2000, 147 heads of State and Government and 189 nations in total signed up to United Nations Sustainable Declaration. They offer a set of concrete targets that can be used to assess the integrity of political commitment made through the declaration. “The Sustainable Development Goals are a set of specific quantified and time board targets in the various dimensions of human development income, poverty, hunger, health education, gender equality and environmentally sustainable” (U.N 2007). “The entail clear obligation for the developed countries as they are expected to ease market access, lesson the debt burden, channel financial resources and provide development assistance to the development world which in turn improve government and conduct effective development policies” (Bourguignon, F et’ al. 2008).
The goals are benchmark of progress towards the vision of the Sustainable declaration guided by the basic values of freedom, equality, solidarity, tolerance, and “respect for nature and shared responsibilities. Their importance for the global community is exemplified by their increasingly becoming the driving force for development policy internationally, the means of productive life for more than billion people living in extreme poverty and a way to secure a peaceful world. Some objectives of Sustainable Development Goals include:
Sustainable Development Goals addresses extreme poverty in its many dimensions’ income poverty, hunger, disease, lack of adequate shelter, and exclusion while promoting gender equality, education and environmental sustainability. They are also basic human rights. The rights of each person on the planet to health, education, shelter and security.
Origin, evolution and follow up of Sustainable Development Goals.
Origin of Sustainable Development Goals (SDGs): The concept of sustainable development emerged as a response to growing concerns about environmental degradation, economic inequality, and social injustice. It gained significant traction at the United Nations (UN) Conference on the Human Environment held in Stockholm in 1972, which marked the first global discussion on environmental issues. However, it wasn’t until the 1992 Earth Summit in Rio de Janeiro that the idea of sustainable development gained international prominence. The Rio Summit produced the Rio Declaration on Environment and Development, which laid the foundation for integrating environmental, social, and economic dimensions of development. In particular, Chapter 2 of Agenda 21, a comprehensive action plan produced at the Rio Summit, emphasized the need for sustainable development.
The evolution of Sustainable Development Goals (SDGs): The next pivotal moment came in 2000 when the UN adopted the Millennium Development Goals (MDGs), which were focused primarily on poverty reduction and basic human needs. While the MDGs made progress in addressing some critical issues, they were criticized for their narrow focus and lack of attention to environmental sustainability and broader development issues. To rectify these shortcomings, world leaders and stakeholders gathered at the 2012 United Nations Conference on Sustainable Development (Rio+20) and decided to establish a new set of global goals known as the Sustainable Development Goals (SDGs). The SDGs, officially adopted in 2015, represent a comprehensive and integrated framework for sustainable development. Unlike the MDGs, the SDGs encompass a broader range of issues, including poverty, health, education, gender equality, clean water, sanitation, climate action, and more. They consist of 17 goals with 169 associated targets, each designed to address the interconnected challenges of economic development, environmental sustainability, and social well-being.
Follow-up of Sustainable Development Goals (SDGs): The implementation and follow-up of the SDGs involve a combination of efforts at the national, regional, and global levels. Each country is responsible for integrating the SDGs into its own national development plans, taking into account its unique circumstances and priorities. This process of localizing the SDGs ensures that the goals are relevant and achievable in diverse contexts.
The UN’s High-level Political Forum on Sustainable Development (HLPF) plays a central role in monitoring progress on the SDGs. The HLPF holds annual meetings to review the achievements and challenges in SDG implementation. Voluntary national reviews (VNRs) are presented by countries to share their experiences and lessons learned in implementing the SDGs. This process allows for peer learning and the exchange of best practices. Furthermore, various stakeholders, including civil society, academia, and the private sector, are actively engaged in supporting and holding governments accountable for SDG implementation. International organizations, such as the World Bank and the International Monetary Fund, also align their programs and financial assistance with the SDGs.
In conclusion, the Sustainable Development Goals (SDGs) originated as a response to the need for a more comprehensive and inclusive approach to development, building on earlier discussions and initiatives related to sustainable development. Their evolution led to the adoption of the 17 SDGs in 2015, and their follow-up involves a collaborative effort among nations, international organizations, and various stakeholders to implement, monitor, and report on progress toward achieving these goals.
Rational For Sustainable Development Goals
The Sustainable Development Goals are a product of the sustainable declaration of the United Nations summit held in September 2000 with states that:“We recognize that in addition to our separate responsibility to unfold the principles of human dignity, equality and equity at global level. As leaders we have a duty therefore to the entire world’s people especially the most vulnerable and in particular, the children in of the world to whom the future belong” (IUN 2000). The declaration called for a collective responsibility on the part of the world leaders to devise means of redistributing global wealth in such a way and manner that will develop the Less Developed Countries (LDCS) and in general promoting fundamental human rights on the planet earth. Thus the rational for the Sustainable Development Goals represents the fundamental principle underlying the formation and the subsequent adoption of the sustainable development goals by the world leaders in the year 2000 and they includes:
Economic Development
Like any other development plan one of the principal reasons underlying the formation of the sustainable development goals is to increase the rate of economic development. The goals and the promotion of human development share a common motivation and reflect a vital commitment to promoting human wellbeing that entails dignity, freedom, and equality. They imply external direction or regulation of economic activities by the planning authority at various country levels identified with the government of the state, to income, saving and investments Under-development countries are characterized by low level of capital formulation due mainly to low levels of saving caused by high rate of poverty. This vicious economic circle can only be broken by planned development goals.
To Remove the Poverty of Nations
In order to raise national and per capital income for reducing inequalities in income and wealth, for increasing employment opportunities and for a round rapid development and for maintaining national independence, planning as reflected in the sustainable development goals is the only path open especially to the under developed countries. The Sustainable Development Goals provides the platform through which poverty in its many dimensions, such as malnutrition, ignorance, poor health, hunger, H.I.V/Aids, marginalization, severe environmental degradation and high rate of infant and child mortality, among others. All of these deficiencies require reform policies in one form or the other to insure adjustments. From the foregoing, it is plausible to inquire the extent to which Sustainable Development Goals recognize the tackling of these problems as a panacea to rapid economic development.
To Increase Foreign Aid to Underdeveloped Countries
The recognition on the fact that the financial needs of the less developed countries (LDCS) are so great that the efforts of government of such countries and foreign investment can only practically solve the problem of financing and also has nothing to do with social expenditures in such spheres as education, policies, health, medical programmed technical training and research, etc. inspired the need to initiate policies that will effectively address these issues. Thus, the necessity of increasing foreign aid to the less developed countries through the provision for foreign capital became imperative. This capital so provided by these countries in form of grants will go a long way insuring the development of the less developed countries (LDCs). Available statistics show however that the expected support of these area is yet to come. According to the recent 2007 United Nations Sustainable Development Goals Report. “In 2005, aid rose to a record and $ 106.8 billion due to large debt relief operations, most notable for Iraq and Nigeria. It has since dropped back, with official aid for 2006 showing the first decline since 1997. Aid is expected to continue to fall in 2007 as debt relief decline further… Aid to the less developed countries has, in effect, since 2003. Despite the G8 agreement in 2005, Gheneagles Summit to double aid to Africa by 2015” (Zenith Economic quarterly 2007).
Again the growing international awareness that “poverty anywhere is a danger to prosperity anywhere” necessitated the formulation and the subsequent adoption of the sustainable development goals. “The foreign Aid tend to raise the levels of national productivity, incomes and employment which in turn lead to high real wages for labour lower process for countries and raise the standard of living. When with the inflow of foreign capital, local labor becomes skilled. Its marginal, productivity is increased thereby, by raising total real wages or labour (Jhingan, 2006). In addition to acceleration economic growth and development, it helps in industrialization, building up economic overhead capital and creating larger employment opportunities. Foreign Aids will also offer opportunities for the local enterprises to collaborate with foreign enterprises to obviate the balance or payments problems and minimize inflationary pressure in developing countries.
To Promote Gender Equality.
Over the years, there have been several conferences with sought to promote the rights of women across the world by giving those equal opportunities to that of men in the society. Mary Flora, describe the continuous marginalization of women and advocated women liberalization.
Consequently, one of the cardinal principle s of the Sustainable Development Goals is to ensure equal access of men and women to education, job opportunities, and political participation and governance etc thereby promoting fundamental human rights in the society. The Sustainable declaration thus seeks to remove discrimination, secure social justice and promote the well being of all people. To combat and possibly free the world of such disease as HIV/Aids, malaria, tuberculosis and other disease, reduce child mortality and improvement material health by increasing access to health care as well as adequate funding and sanitization programmes. Every year more than 10 million children die of preventable illness, 30,000 a day more than 500,000 women a year die in pregnancy and child birth with such deaths 100 times more likely in sub Saharan African than in high income OECD countries. Around the world, 42 million people are living with HIV/Aids, 39 million of them in developed countries. Tuberculosis remains (along with AIDs) the leading infections killer of adults, causing up to 2 million death a year, malaria deaths now 1 million a year could double in the next 20 years”( UN 2000). Such revelations are harmful given that it may or these deaths could be avoid with more wide spread use of bed nets, midwives , affordable antibiotic, basic hygiene and the treatment approach known as directly absence therapy short course to combat tuberculosis. In view of the above, the Sustainable declaration called for intensified efforts to address these issues. The developing countries are characterized by poor health systems and low level of expenditure on healthy due to lack of resources which in turn results from poverty. The goals seek to mobilize resources increases external resources through grants and aid to improve health systems in their various countries. Governments in poor countries are expected to rank health spending higher than other types of spending such as defense.
Environmental Protection
“Soil degradation affects nearly of billions hectares damaging the live hood of up to 1 billion people living on dry lands. Around 70% of commercial fishers are either fully or over exploited and 1.7 million people a third of developing world’s population live in countries facing water stress. Furthermore, rich countries generate most of the world’s environmental pollution and deflate many of its natural resources. Key examples include emission of green house gases that cause climate change, tied to unsustainable consumption patterns by rich people and countries, in rich countries per capital carbon-dioxide omission are 12.4 tonnes, 3.2 tonnes in middle income countries and 1.0 tonnes in low income countries (UN 2000)”. This starting revelation called for serious concern and become one of the cardinal principles underlying the adoption of the Sustainable Development Goals. Poor people are most vulnerable to environmental shocks and stress such as anticipated impacts of global climate change, since their incomes and opportunities are heavily influenced by the depletion of natural resources. Up to a fifth of the disease burden in poor countries may be linked to environmental factors. Thus the need to reverse the negative trends towards promoting a healthy and sound environment became imperative to achieving other goals. The Sustainable declaration calls for initiation and development of policies that will protect the environment or policies that will protect the environment against the harmful effect of deforestation erosion, desertification, gas flaring and oil pollution and promote access to. safety drinking water and agricultural productivity thereby ensuring a friendly environment for the present and future generations.
To expand domestic and international trade through global partnerships that will curtail the economic instability generated by international cynical movements, faster international relations and diplomacy to promote rapid sustainable growth and development among number nations. Poor countries cannot on their own tackle the structural constraints that keep them in poverty traps, including rich country tariffs and subsides that restrict market access for their exports parent rights that restrict access to technology that can save lives and unsustainable debt owed to rich country government and multilateral institutions. Hence, the partnership framework of the sustainable declaration makes the primary responsibilities of the rich and poor countries in achieving the goals of the Sustainable Development Goal (1-7) While developing countries are expected to mobilize domestic resources to finance ambitions programs, to implement policy reform to strengthen economic governance, to give poor people a say in decision making and promote democracy, human rights and social justice, the rich countries on their part are expected to complement the efforts of the developing countries by granting more aid as well as improve economic and democratic government. They are also expected to untie aid harmonize their practices and reduce administrative burdens for recipient countries and to decentralize.
Sustainable Development Goals and the Nigerian Economy
The Sustainable Development Goals (SDGs) are a set of 17 global goals established by the United Nations in 2015 to address various social, economic, and environmental challenges and promote sustainable development. Nigeria, as one of the most populous countries in Africa and a significant player on the global stage, faces a multitude of economic and developmental challenges. This article examines the nexus between the SDGs and the Nigerian economy, shedding light on how they are interrelated and the potential benefits of aligning Nigeria’s economic policies with the SDGs.
Poverty Eradication (SDG 1): SDG 1, which aims to eradicate poverty, is a crucial goal for Nigeria, where a significant portion of the population still lives below the poverty line. Addressing poverty is not only a moral imperative but also a strategic economic move. A study by the World Bank indicates that reducing poverty can lead to economic growth by expanding the consumer base and increasing productivity (World Bank, 2020).
Quality Education (SDG 4): Education is a fundamental driver of economic growth and development. Nigeria’s commitment to achieving quality education (SDG 4) can help produce a skilled workforce, leading to increased productivity and innovation. Education can also address issues of youth unemployment and underemployment, which are persistent challenges in the country (United Nations, 2021).
Gender Equality (SDG 5): Promoting gender equality has numerous economic benefits. Empowering women in the Nigerian workforce can significantly contribute to economic growth. Studies have shown that gender diversity in the workplace leads to increased productivity, creativity, and innovation (UN Women, 2019). Aligning with SDG 5 can, therefore, be an economic advantage.
Clean Energy and Economic Growth (SDG 7): Energy is a crucial input for economic development. Nigeria, as an energy-rich nation, can harness clean and sustainable energy sources (SDG 7) to drive economic growth. Transitioning to clean energy can reduce energy costs and improve energy reliability, benefiting industries and businesses (ILO, 2020).
Industry, Innovation, and Infrastructure (SDG 9): Investing in infrastructure and fostering innovation, as outlined in SDG 9, can stimulate economic growth in Nigeria. A robust infrastructure system enhances logistics, reduces costs of doing business, and attracts foreign investments. Innovation, on the other hand, promotes entrepreneurship and competitiveness (UNCTAD, 2019).
Sustainable Cities and Communities (SDG 11): Urbanization is a growing trend in Nigeria, and building sustainable cities (SDG 11) can improve the quality of life for urban populations and create economic opportunities. Well-planned cities can boost productivity, reduce pollution, and attract investments (UN-Habitat, 2020).
Climate Action (SDG 13): Addressing climate change (SDG 13) is essential for Nigeria’s economic resilience. Climate-related events can have devastating economic impacts. Transitioning to a low-carbon economy can create green jobs and reduce vulnerabilities to climate change (World Bank, 2019).
Partnerships for the Goals (SDG 17): Collaboration and partnerships are essential for achieving the SDGs. Nigeria can benefit from international cooperation by attracting foreign investments and accessing technology transfer, aiding economic development (United Nations, 2019).
The Sustainable Development Goals provide a framework for sustainable economic development in Nigeria. By aligning its policies and efforts with the SDGs, Nigeria can address pressing economic and social challenges while also reaping the benefits of a more inclusive, equitable, and environmentally sustainable economy. It is essential for the government, businesses, and civil society to work together to realize the potential of the SDGs and transform Nigeria’s economy for a better future.
Pre-service Teacher’s knowledge and utilization of the SDGs
The United Nations’ Sustainable Development Goals (SDGs) represent a global call to action to address pressing social, economic, and environmental challenges. These 17 interconnected goals aim to create a more sustainable and equitable world by 2030. Pre-service teachers play a vital role in shaping the future and can contribute significantly to achieving the SDGs. This article explores pre-service teachers’ knowledge of the SDGs and how they can utilize this knowledge to foster global citizenship and sustainability in education.
Understanding the SDGs: Pre-service teachers’ knowledge of the SDGs is essential for effective integration into their future classrooms. Research by Jorgensen and Læssøe (2020) found that pre-service teachers often have a limited understanding of the SDGs, with many being unable to identify more than a few goals or explain their significance. To address this gap, teacher education programs should prioritize comprehensive SDG training. This includes providing clear explanations of each goal and their interconnectedness, emphasizing their global relevance, and highlighting the role education plays in achieving them.
Utilizing SDGs in the Curriculum: Pre-service teachers can integrate the SDGs into their teaching practices by embedding them into the curriculum. According to Vavrus and Bartlett (2020), teachers can incorporate the SDGs into various subjects, encouraging students to explore real-world issues and engage in critical thinking. For example, a science teacher might discuss SDG 6 (Clean Water and Sanitation) by examining water quality in the local community, while a social studies teacher can explore SDG 11 (Sustainable Cities and Communities) by analyzing urban planning and community development.
Fostering Global Citizenship: Pre-service teachers have a unique opportunity to nurture global citizenship among their students. Dussa and Krishna (2019) argue that global citizenship education aligns with the SDGs’ objectives, as it promotes empathy, intercultural understanding, and a sense of shared responsibility for global challenges. Pre-service teachers can infuse lessons with global perspectives, encouraging students to reflect on how their actions can contribute to a more sustainable and equitable world.
Service Learning and Experiential Education: Service-learning projects are an effective way for pre-service teachers to engage students with the SDGs. By designing projects that address local issues tied to the global goals, teachers can instill a sense of purpose and agency in their students. These projects can encompass community cleanups, sustainable gardening, food drives, or awareness campaigns. As Cacolice and Hartzel (2018) point out, service learning not only connects students to the SDGs but also reinforces the idea that their actions can have a meaningful impact on the world.
Collaboration and Professional Development: Pre-service teachers should seek opportunities for collaboration and professional development related to the SDGs. Engaging with like-minded educators, attending workshops, and participating in online forums can help pre-service teachers stay updated on best practices for SDG integration in the classroom. Collaborative efforts can also lead to the development of innovative teaching strategies, materials, and resources.
This research employed a mixed-methods approach, integrating both quantitative and qualitative methods to provide a comprehensive understanding of pre-service teachers’ knowledge and utilization of the SDGs. The population of this study consisted of pre-service teachers enrolled in Federal Colleges of Education in the North Central region of Nigeria. The sample size for the study consisted of 200 pre-service teachers cut across two (2) Federal Colleges of Education in the North Central region of Nigeria, namely: Federal Colleges of Education Pakshin and Federal Colleges of Education Zaria which was drawn from the population of pre-service teachers in both schools within the North central of Nigeria. Data collected by the researchers was analyzed using simple descriptive statistics which information collected were presented using mean.
Results
Research Question one: What is the current level of knowledge among pre-service teachers in Federal Colleges of Education in North Central Nigeria regarding the Sustainable Development Goals?
Table 1: Assess the current level of knowledge among pre-service teachers
Criterion
Source: field Survey, 2024
The table shows that all items achieved mean scores above the criterion value (2.50), indicating an acceptable level of knowledge among pre-service teachers about SDGs.
Curriculum and SDG Awareness” (Mean = 3.41) suggests that pre-service teachers are significantly aware of how SDGs align with their curriculum. Knowledge Gaps Identification” (Mean = 3.0), implying some uncertainty about identifying specific knowledge gaps related to SDGs.
Research Question two: To what extent are pre-service teachers aware of the importance and relevance of the SDGs in the Nigerian context, particularly in the North Central region?
Table 2: Awareness of pre-service teachers regarding the importance and relevance of the SDGs
All items had mean scores above 2.50, showing an overall positive awareness of the SDGs’ importance in education. Integration of SDGs in Teacher Education” (Mean = 3.4), highlighting a strong understanding of the need to embed SDGs in teacher education. Relevance of SDGs in Education” (Mean = 2.93), suggesting that while awareness is present, there might be challenges in perceiving its direct relevance to their professional context.
Research Question three: How are pre-service teachers in these institutions integrating the SDGs into their teaching methods and curriculum development?
Table 3: Extent to which pre-service teachers in these institutions are incorporating the SDGs into their teaching methods and curriculum development
The mean scores of all items exceed 2.50, reflecting an active effort in SDG integration. Innovative Teaching Practices” (Mean = 3.53), which indicates creativity in teaching methods aligned with SDGs. Institutional Support for SDG Education” (Mean = 3.18), suggesting that while pre-service teachers are making efforts, institutional support may still need strengthening.
Research Question four: What are the challenges and barriers that hinder pre-service teachers from effectively utilizing the SDGs in their future teaching careers?
Table 4: Challenges and barriers that hinder pre-service teachers from effectively utilizing the SDGs in their future teaching careers
Mean scores for all items surpass the 2.50 threshold, highlighting several barriers to SDG utilization. Resource Availability” (Mean = 3.63), indicating a significant issue in access to materials and resources for SDG education. Attitudes and Self-Efficacy” (Mean = 3.21), suggesting personal attitudes and confidence levels are less of a barrier compared to external factors like resources and policy constraints.
Research Question five: What are the potential benefits and positive outcomes of enhancing pre-service teachers’ knowledge and utilization of the SDGs in North Central Nigeria?
Table 5: Potential benefits and positive outcomes of enhancing pre-service teachers’ knowledge and utilization of the SDGs
The mean scores for all items exceed 2.50, indicating recognition of potential benefits. Impact of SDG Awareness on Teaching Practices” (Mean = 3.30), which shows that SDG awareness positively influences teaching methods. Strengthening Education for Sustainable Development (ESD)” (Mean = 3.12), suggesting that while the benefit is acknowledged, it may require more focus to maximize impact.
Current Knowledge Levels Regarding SDGs
The results from Table 1 demonstrate that pre-service teachers in Federal Colleges of Education in North Central Nigeria possess an overall acceptable level of knowledge about the Sustainable Development Goals (SDGs), as evidenced by mean scores consistently exceeding the criterion value of 2.50.
The highest score was for Curriculum and SDG Awareness (Mean = 3.41), which suggests substantial awareness of how SDGs relate to their curriculum. This aligns with studies highlighting the importance of embedding SDG concepts in teacher education curricula to foster familiarity with sustainable practices (UNESCO, 2017). However, the relatively lower score for Knowledge Gaps Identification (Mean = 3.0) indicates a need to focus on targeted training to address specific deficits in SDG knowledge.
Awareness of Importance and Relevance
Table 2 demonstrates positive awareness of the importance and relevance of SDGs, with mean scores above 2.50 for all items. The highest score was for Integration of SDGs in Teacher Education (Mean = 3.4), reflecting recognition of the need to embed SDG principles in educational programs. However, Relevance of SDGs in Education (Mean = 2.93) received the lowest score, implying challenges in contextualizing SDGs to specific educational and professional settings. This finding resonates with the broader literature, which underscores the need for localized contextualization of SDGs to enhance relevance and applicability (Adams et al., 2018).
Integration into Teaching Methods
Findings from Table 3 indicate active efforts to integrate SDGs into teaching methods, with all items achieving mean scores above 2.50. The highest score, Innovative Teaching Practices (Mean = 3.53), highlights creativity in aligning teaching strategies with SDGs, a crucial step in fostering education for sustainable development (UNESCO, 2020). However, the relatively lower score for Institutional Support for SDG Education (Mean = 3.18) suggests that institutional frameworks may need strengthening to support pre-service teachers effectively.
Challenges and Barriers
The data in Table 4 highlight several barriers to effective SDG utilization. Resource Availability (Mean = 3.63) emerged as the most significant challenge, reflecting inadequate access to materials and infrastructure for SDG education. This finding aligns with prior research emphasizing resource limitations as a key obstacle to implementing SDG-related programs in developing countries (Leicht et al., 2018). Meanwhile, Attitudes and Self-Efficacy (Mean = 3.21) scored comparatively lower, indicating that while personal attitudes play a role, systemic issues such as policy constraints (Mean = 3.37) are more pressing.
Potential Benefits
Table 5 underscores the positive outcomes of enhancing pre-service teachers’ SDG knowledge. The highest score, Impact of SDG Awareness on Teaching Practices (Mean = 3.30), highlights how awareness translates into improved teaching methods. This aligns with the notion that informed educators are better equipped to deliver quality education that addresses sustainability (Tilbury, 2011). Additionally, Strengthening Education for Sustainable Development (ESD) (Mean = 3.12) suggests a recognized potential to amplify sustainable practices in education, though it calls for greater emphasis to maximize its impact.
The study reveals that pre-service teachers in Federal Colleges of Education in North Central Nigeria possess an acceptable level of knowledge and awareness of the Sustainable Development Goals (SDGs), as reflected in consistently high mean scores across all assessed domains. These findings indicate substantial familiarity with how SDGs align with their curriculum and the positive impact of SDG awareness on teaching practices. However, notable challenges, including gaps in knowledge identification, contextualization of SDGs, and limited institutional support, constrain their ability to fully integrate SDGs into teaching and curriculum development. The findings highlight both individual and systemic barriers to effective SDG utilization. Resource availability emerged as a significant challenge, while attitudes and self-efficacy posed comparatively fewer issues. Despite these challenges, the results underscore the potential benefits of enhancing SDG knowledge, including fostering innovative teaching methods, promoting sustainable practices, and addressing local educational challenges.
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Nansel, PN; Daya, UL; Dakas, NJ (2024). Appraisal of Pre-Service Teachers Knowledge and Utilization of the SDGS in Federal Colleges of Education in North Central Nigeria. Greener Journal of Educational Research, 14(1): 209-221, https://doi.org/10.15580/gjer.2024.1.121624198.
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