Environmental Literacy and Climate Change Adaptation Practices Among University Students in University of Calabar, Cross River State, Nigeria.
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Abstract
Climate change remains one of the most significant environmental challenges affecting human societies, requiring individuals and institutions to develop effective adaptation practices. This study examined the relationship between environmental literacy and climate change adaptation practices among university students. The study adopted a correlational research design. The population consisted of 18,750 undergraduate students of the University of Calabar, Cross River State, Nigeria, during the 2025/2026 academic session. A sample of 377 students was selected using a multi-stage sampling technique. Data were collected using a structured questionnaire titled Environmental Literacy and Climate Change Adaptation Practices Questionnaire (ELCCAPQ). The instrument was validated by experts and tested for reliability using Cronbach Alpha coefficient. Mean and standard deviation were used to answer the research questions, while Pearson Product Moment Correlation and multiple regression analysis were used to test the hypotheses at a 0.05 level of significance. The findings revealed that environmental knowledge, environmental attitudes, and environmental skills had significant relationships with climate change adaptation practices among university students. The study also found that environmental literacy significantly predicted students’ climate change adaptation practices. The study concluded that environmental literacy is an important factor in promoting sustainable behaviours and improving students’ capacity to respond to climate change challenges. It was recommended that universities should strengthen environmental education programmes, provide practical opportunities for students to engage in sustainability activities, and develop supportive institutional policies that encourage climate change adaptation practices.
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