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All Journal Journal of Social Knowledge Education (JSKE) Journal of Academic Biology and Biology Education
Matilda Kanyampa Nakazwe
University of Zambia
Humanities Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Environmental Science Social Sciences Veterinary Other

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Fostering Environmental Awareness Through Environmental Learning: A Cross-Country Study in Zambia, Brunei Darussalam, and Nigeria Matilda Kanyampa Nakazwe; Masnah Mirasan; Angelica Effiong
Journal of Academic Biology and Biology Education Vol. 2 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jouabe.v2i2.3291

Abstract

Purpose of the study: This study examines the implementation of Environmental Learning in fostering environmental awareness and behavioral transformation among elementary school students across different developing-country contexts. The study addresses the limited comparative research on environmental learning practices and behavioral outcomes in diverse socio-cultural and educational settings. Methodology: A qualitative multi-site case study design was employed in three public elementary schools located in Lusaka (Zambia), Bandar Seri Begawan (Brunei Darussalam), and Calabar (Nigeria). Participants consisted of 90 students aged 9–11 years and six teachers selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis. Trustworthiness was ensured through triangulation, member checking, expert validation (CVI = 0.91), and intercoder reliability procedures (Cohen’s Kappa = 0.86). Data were analyzed using thematic analysis and cross-case comparison. Main Findings: The findings indicate that Environmental Learning effectively promotes environmental awareness, environmental responsibility, and sustainable behavioral practices. Students demonstrated positive behavioral changes, including proper waste disposal, environmental cleanliness, resource conservation, and active participation in environmental activities. Cross-country analysis revealed contextual differences in implementation. In Zambia, environmental learning emphasized community participation and local environmental challenges; in Brunei Darussalam, implementation was supported by stronger institutional policies and sustainability-oriented school programs; while in Nigeria, community engagement played a central role despite infrastructure limitations. Novelty/Originality of this study: his study contributes to environmental education literature by providing comparative evidence from three developing countries and demonstrating how environmental learning promotes behavioral transformation through constructivist, experiential, socio-cultural, and environmental citizenship processes.
Building an Environmentally Conscious Generation: Implementation of Geography Learning in High Schools Ikbal Moh Sahban; Uwakwe Igbokwe; Matilda Kanyampa Nakazwe
Journal of Social Knowledge Education (JSKE) Vol. 5 No. 3 (2024): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v5i3.1046

Abstract

Purpose of the study: To find out the application of geography learning at State Senior High School 1, South Dampal and to find out the application of environmental care attitudes in schools that are applied to students at State Senior High School 1, South Dampal. Methodology: This study uses a descriptive method with a qualitative approach. The population in this study were students of class XI social sciences with a sample of 93 people. Data collection techniques with questionnaires and observations. The data management technique is by means of qualitative descriptive using the percentage formula Main Findings: Based on the results of data analysis, it was found that geography learning for students of class XI social sciences at State Senior High School 1 Dampal Selatan, has been running well. In addition, the application of geography learning to environmental awareness is quite good, some students care about the environment at school and some students do not care about the environment at school. Novelty/Originality of this study: This study shows that the implementation of structured and interactive geography learning can effectively instill an attitude of environmental concern among high school students, forming a generation that is more aware of the importance of preserving nature. Through this study, it is proven that a geography learning approach that integrates real environmental issues can increase students' awareness and responsibility for environmental preservation.
Co-Authors Angelica Effiong Ikbal Moh Sahban Masnah Mirasan Uwakwe Igbokwe