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    Chatterjee, S. (2026). An In-Depth Study on Self-Help Groups in Gir Somenath District of Gujarat, India. International Journal of Research, 13(7), 220–226. https://doi.org/10.26643/edupub/2026/3

     

                                                                                  Dr. Shankar Chatterjee

                                                                                  Former Professor & Head  (CPME), 

                                                                                  NIRD & PR, Hyderabad

                                                                                  Email: shankarjagu@gmail.com

     

     

    Abstract:

    Self-help Groups (SHGs) of women are voluntary associations of economically backward women who pool savings, lend to each other, and later access bank credit as a group. They are the backbone of India's rural microfinance and the main delivery vehicle for women-led development. SHGs are now popular in rural areas of India, as millions of households are involved in economic activities. The Government of India and respective state governments have been promoting SHGs in rural India.    

    The study was carried out at Borvav village, Talala block, Gir Somenath district of Gujarat in the first week of July 2026. It is evident from the study that if rural economically backward women under the umbrella of Self-help Groups (SHGs; henceforth, SHG will be used) are appropriately guided and supported with backward and forward linkages, they will earn income, whatever their qualification. The income is used for the welfare of the households, and with the earnings of women members, their living standards are enhanced.  

    PRA (earlier known as Participatory Rural Appraisal) as a methodology and Group Discussion as a tool were used to conduct the survey. For this purpose, three different SHGs were selected and studied. 

    Keywords: DAY-NRLM, Gujarat, Income, PRA, SHG, and Women members

     


                                                    

     

     

    Introduction

     

    Self-help Groups (SHGs) of women are voluntary associations of economically backward women who pool savings, lend to each other, and later access bank credit as a group. They are the backbone of India's rural microfinance and the main delivery vehicle for women-led development. SHGs are now popular in rural areas of India, as millions of households are involved in economic activities. The Government of India and respective state governments have been promoting SHGs in rural India.     
    After the successful experiment of Self-Help Groups (SHGs) by Professor Muhammad Yunus in Bangladesh under the umbrella of Grameen Bank, the concept of Self-Help Groups (SHGs) has become popular worldwide for empowering women through income-generating activities. Prof Yunus, in his book Banker to the Poor, has highlighted some advantages of self-employment over wage employment. Some of the important points are presented below:

    1. The hours are flexible and can adapt to fit any family situation. It allows people to choose between running a business full-time or part-time when they need to meet crises or put their business on hold and work full-time for a salary.

    2. Self-employment is tailor-made for anyone who is street-smart and has many skills acquired from books and technical schools. This means the illiterate and the poor can exploit their strengths, rather than be held back by their weaknesses

    3. It allows a person to turn hobbies they enjoy into gainful employment.

    4. It offers a way out of welfare dependency, not just to become wage slaves, but to open a store or start a manufacturing business.

    5. It gives those who have just been fired from a job moral support to start a business before they become depressed and isolated.

    6. The average cost of creating a self-employment job is ten, twenty, or a hundred times cheaper than creating an employment job.

    The author studied across the country many SHGs formed by rural women members and documented in books and research articles for the benefit of readers and researchers. The studies were carried out in different states of India from time to time, viz., Assam, Andhra Pradesh, Bihar, Chhattisgarh, Gujarat, Jammu and Kashmir, Madhya Pradesh, Maharashtra, Rajasthan, Telangana, Tamil Nadu, Uttar Pradesh, West Bengal, etc., and observed that after forming self-help groups, women felt empowered. Because of the earnings of the women members, the standard of living of the family also went up. The author observed that by investing comparatively less capital, one can earn substantial income for a below-poverty family, which can help cross the poverty line (Chatterjee, 2017, 2018, 2019, 2020).

      It is pertinent to mention that SHGs are informal groups of people who come together to address their common problems. A critical feature of a self-help group is mutual support – people helping each other. In the case of rural SHGs, essential features are monthly/weekly savings and rotating the money among the members with a low interest rate (FAO, 1992). When the discussion of SHGs crops up, the Ministry of Rural Development, Government of India’s National Rural Livelihood Mission (NRLM), which was implemented by restructuring the Swarnajayanti Gram Swarojgar Yojana (SGSY), is highlighted. NRLM has been renamed DAY-NRLM (Deendayal Antyodaya Yojana - National Rural Livelihoods Mission) since March 29, 2016.

    Deendayal Antyodaya Yojana - National Rural Livelihood Mission (DAY-NRLM) is a flagship poverty alleviation programme being implemented by the Ministry of Rural Development, Government of India, to reduce poverty by enabling poor households to access gainful self-employment and skilled wage employment opportunities, resulting in sustainable and diversified livelihood options for the poor. DAY-NRLM aims at mobilizing rural poor households into Self-Help Groups (SHGs) and continuously nurturing and supporting them to take economic activities till they attain an appreciable increase in income over a period of time to come out of abject poverty.

     As per the information provided by the Press Information Bureau , Government of India (source: static.pib.gov.in/WriteReadData/specificdocs/documents) DAY-NRLM has mobilized 10.05 crore rural women households into more than 90.90 lakh SHGs across 28 States & 6 UTs. Other notable achievements include:

    • 4.62 crore SHG members engaged as Mahila Kisans.

    • 3.5 lakh Krishi Sakhis & Pashu Sakhis deployed.

    • 6,000 Integrated Farming Clusters formed.

    • 1.95 lakh Producer Groups, benefiting over 50 lakh rural women.

    • 3.74 lakh enterprises supported in 282 blocks.

    • Women SHGs accessed ₹11 lakh crore in loans since 2013-14.

    • 47,952 Bank Sakhis deployed in the bank branches to facilitate credit linkage of the SHGs

     In Gujarat, more than 2.79 lakh self-help groups support 27 lakh households (up to 2024-25), all of whom belong to rural and economically backward women. The SHGs were constituted for all castes, creeds, religions, and others.

    -Study area and methodology: 

    To understand the functioning of SHGs, the study was conducted in Borvav village, Talala block, Gir Somnath district, Gujarat. Three SHGs consisting of 30 members each were functioning, and among them, seven members were contacted. For the study, the PRA (Participatory Rural Appraisal, now known as PRA) methodology was used as a tool, and group discussions were conducted. 

    About Borvav village: Borvav village, block Talala, Gir Somnath district

    Borvav is a village in the Gir Somnath district, Gujarat. As of the 2011 census, the population of Borvav was 5247: male population 2718 and female population 2529. The Scheduled Caste population was 279, and the Scheduled Tribe population was 35. The total literacy rate was 67 percent (villageinfo.org/village). The total number of Self-Help Groups (SHGs) in the village was 12 (each SHG consists of 10 members, so 120 women members); the total revolving fund (i.e., RF, a one-time grant) disbursed to all 12 SHGs was Rs 155,000. The Community Investment Fund (CIF, also a one-time grant) was a total of Rs six lakh. 

     

    Field Study:

     

    Madhuram SHG-1 and Madhuram SHG-2: In both the SHGs, a total of 20 women members were working. Each group consisted of 10 members. All the women members were involved with decorative items, which are used as showpieces made of nails and coloured thread. It is pertinent to mention that 'nails' mean a 1/2-inch size of nail inserted in a frame, and then different threads of different colours are used with each name, and thus a garland is formed. Initially, in 2015, Madhuram-1 SHG was formed with 10 economically backward women members. Because of the expansion of business and the high demand for the showpieces, Madhuram-2 SHG was formed in 2023 with 10 members. The members were involved in different activities pertaining to the showpieces. Some members make the frames, some insert nails on the frame, some members tie the colourful threads to the nails, and some members do the finishing work, i.e., insert a glass cover. The Madhuram SHG-1 was given a revolving fund (RF, a one-time grant from the Government) of Rs. 12,000 in 2016 and later on a community investment fund (CIF, also a one-time grant) of Rs. 50,000. Also, the SHG received a bank loan of Rs 1 lakh; after repayment, another bank loan was provided to the SHG to the tune of Rs. 1 lakh. And again, as the third one, an amount of Rs 1.5 lakh was given to the SHG. When the study was conducted, the members informed that repayment was going on. The decorative items are made from small nails (half-inch size or small in length) and colourful threads. It may be mentioned here that screws and nails are both common fasteners used for broad application. The showpieces are eye-catching and are used purely for decorative purposes. As a senior citizen and former professor, after conducting extensive studies on rural women entrepreneurs in India and abroad, I observed, for the first time, decorative items made of nails and colourful threads. Different types of showpieces are made of these. The case concerns the Madhuram Mangalam Self-Help Group (SHG), which makes artworks. Altogether, 20 economically disadvantaged women formed two self-help groups (10 in each group) in the village to make nail-based decorative items. Both the SHGs received support from the government. Some women make the photo frames, some do the drawings on the paper inserted into the frames, some put in the nails, and some put on the glass covers; thus, the finished decorative items are made. About the activities, income, etc., of the SHGs, one SHG leader, Ms Shreetaben Sureshbhai Rupareliya (24 years / completed post-graduation), was interviewed. She informed us that all women members earned between Rs 6,000 and 7,000 per month per member, which was their additional income, as most of them had little agricultural land (that is, marginal farmers). In addition, many of their husbands work as agricultural or non-agricultural labourers. Ms Shreetaben further informed us that products are sold within Gujarat and outside Gujarat, and they plan to sell in foreign countries in the future. The showpieces are sold locally and through two shops which are located in Shashan Gir. The products are made throughout the year except during the rainy season of three or four months. The SHG members requested the author that the Gujarat government should help them with marketing and transport facilities.

    On the other hand, Madhuram SHG-2, which was established in 2023, received a revolving fund of Rs. 30,000. No bank loan was received till the date of study. In the case of both the SHGs, savings per member per month were at the rate of Rs 100. They are also part of the same nail-based decorative items making because the product is in high demand in the area.

    The husbands of all the SHG members were either earning as agricultural labourers or through other activities, as in both groups, around 40% had agricultural land, and they were in the category of marginal farmers. So those who had agricultural land were not sufficient to sustain a family. All women members earned between Rs 6,000 and 7,000 per month per member, which was their additional income, as most of them had little agricultural land (that is, marginal farmers). In addition, many of their husbands work as agricultural or non-agricultural labourers. Ms Shreetaben further informed that products are sold within Gujarat and outside Gujarat, and they plan to sell in foreign countries in the future. The showpieces are sold locally and through two shops which are located in Shashan Gir. The products are made throughout the year except during the rainy season of three or four months. The SHG members requested the author that the Gujarat government should help them with marketing and transport facilities.

     Another case of SHG is presented here. Nirbhav SHG was established in 2021 with 10 members. Of the 10 households, eight had agricultural land (marginal farmers), and two did not have any land, so they were eking out their livelihood as labourers. Each member was saving at the rate of Rs 100 per month, which continued till the day of study. The SHG was provided a revolving fund of Rs 15,000 and a community investment fund of Rs 1.50 lakh. In 2023-24, the SHG was provided with a bank loan of Rs 2 lakh. The case is from Nirbhav SHG, where 10 women members were involved in economic activities. In Nirbhav SHG, one woman member, Varshaben (48 years old, intermediate pass), was making herbal products, a traditional skill she inherited from her family. She was making products at home, such as shampoo, herbal hair oil, various soaps made with neem and camphor, face wash, Dantmanjan (herbal tooth powder), etc. She borrowed Rs 2 lakh in 2023-24, which was under repayment at the time the study was carried out.

    She has got the registered trademark and applied for a license. According to her, her products are sold locally and at exhibitions in the State. During the interaction, she stated that once the license is available, her market will be large. Anyway, after all expenditures, including repayment of the bank loan, her net income was around Rs. 15,000 per month.

    The earnings of other members were from different activities, mainly through petty trade. 

    Conclusion: From the above discussion, it is evident that by forming SHGs, rural women, by earning income, felt empowered; subsequently, households could develop economically, and ultimately, this led to the welfare of the family. The SHG members stated that they received good support from the district DAY-NRLM department, and all officials were helpful to them in sustaining the SHGs. It is evident that rural women have the capability to earn, as they have entrepreneurial skills, and considering their educational background, sex, and geographical location, the SHG is the best alternative to work.

    (The author expresses his deep sense of gratitude to Hiren Yadav, Asst Project Manager, Talala Block, Gir Somnath District, Gujarat for his support in carrying out the study).

    Note:

    1)     Revolving Fund (RF): DAY-NRLM provides a Revolving Fund (RF) support to SHGs in existence for a minimum period of 3/6 months and follows the 'Panchasutra'—regular meetings, regular savings, regular internal lending, regular recoveries and maintenance of proper books of accounts. Only such SHGs that have not received any RF earlier will be provided with RF as corpus. The purpose of RF is to strengthen their institutional and financial management capacity and build a good credit history within the group.

    2)   The Community Investment Fund (CIF)  is administered through the federations. CIF comes from both the state and the central government at the cluster-level federation (CLF). CLF, in turn, gives the money to the village organizations (VOs) as a loan, and the VOs, in turn, give it to self-help groups as a loan for income-generation activities.

    References:

    1)         Yunus Muhammad “Banker to the poor”; the story of the Grameen Bank”, (2007) Published by Penguin Books

    3)         FAO, Rome, (1992) , “ Glossary of terms for agricultural insurance & rural finance”

    4)           Chatterjee Shankar (2017) “Emerging Trends in Rural self-employment in India” (Dedicated to Prof  Swaminathanan sir, (Father of Green revolution in India) RBSA Publishers, Jaipur.

    5)         Chatterjee Shankar (2018) “Rural Development in India: Present Perspective”, Edupedia Publications

    6)         “Major RuralDevelopment Programmes with Case Studies at Samastipur District, Bihar” (2019) Published by New Delhi Publishers, New Delhi & Kolkata, ISBN 978-93-88879-55-2

    7) https://static.pib.gov.in/WriteReadData/specificdocs/documents/2025/oct/

    Read more ...

    OGAGAVWIARE, J. E., & DANIA, P. O. (2026). Relationship Among Teachers' Perceptions, Practices, and Integration of Climate Change Education into the Upper Basic Social Studies Curriculum in Delta State. International Journal of Research, 13(7), 212–219. https://doi.org/10.26643/edupub/2026/2

     

    OGAGAVWIARE, Jude Erhiga

    jogagavwiare@delsu.edu.ng

    Department of Social Science Education, Delta State University, Abraka.

     

    DANIA, Peter Ogbianigene

    daniapo@delsu.edu.ng

    Department of Social Science Education, Delta State University, Abraka.

     

    Abstract: This study examined the relationship among teachers’ perceptions, practices, and knowledge and the integration of climate change education into the Upper Basic Social Studies curriculum in Delta State, Nigeria. Three research questions and three corresponding hypotheses guided the study. A correlational research design was adopted. The population comprised 686 Upper Basic Social Studies teachers from 489 public secondary schools in Delta State, and a sample of 137 teachers was selected using stratified random sampling. Data were collected using the Teachers’ Perception, Practices and Integration of Climate Change Education into Upper Basic Social Studies Curriculum Questionnaire (TPPICCEUBSSCQ). The instrument yielded Cronbach’s alpha reliability coefficients of 0.78, 0.81, and 0.84 for the perception, practice, and knowledge scales, respectively, indicating satisfactory reliability. Data were analysed using Pearson’s Product Moment Correlation, coefficient of determination, and linear regression analysis at the 0.05 level of significance. The results revealed significant positive relationships between teachers’ perceptions, teaching practices, and knowledge and the integration of climate change education into the Upper Basic Social Studies curriculum in Delta State. The study concluded that positive teacher perceptions, effective pedagogical practices, and adequate knowledge of climate change issues are critical to the successful integration of climate change education into Social Studies curriculum. It was therefore recommended that teachers receive regular professional development opportunities and be encouraged to adopt learner-centred instructional approaches to enhance the effective integration of climate change education in schools.

    Keywords: Climate Change Education, Teachers’ Perceptions, Teaching Practices, Teachers’ Knowledge, Curriculum Integration, Social Studies, Upper Basic Education, Delta State.

     

     


     

    INTRODUCTION

    Climate change has emerged as one of the most pressing global challenges of the 21st century, impacting ecological systems, economies, and societies worldwide. Education plays a pivotal role in fostering awareness, understanding, and proactive engagement among future generations. Integrating climate change education into school curricula can empower students to comprehend the socio-economic and political dimensions of climate issues (UNESCO, 2020). Social Studies should not be left out.

     

    Climate change education refers to the process of providing individuals, particularly students, with the knowledge, understanding, skills, attitudes, and values necessary to comprehend the causes, impacts, and responses related to climate change. It aims to raise awareness about environmental issues, promote critical thinking about sustainability, and encourage responsible actions to mitigate and adapt to climate change. Essentially, climate change education empowers people to participate actively in addressing one of the most pressing challenges of our time by fostering informed decision-making and sustainable behaviours. In Nigeria, particularly in Delta State, which has varied ecological zones and faces environmental challenges such as flooding and erosion, there is growing recognition of the need to expose learners to climate change-related knowledge (Adelekan & Olanrewaju, 2022).

     

    Teachers' perceptions of climate change significantly influence how environmental issues are integrated into educational practices, particularly within Social Studies curricula. As primary agents of knowledge transmission, teachers' understanding, beliefs, and attitudes toward climate change could either facilitate or hinder the incorporation of critical environmental topics in the classroom (Mogaji & Akinade, 2020). Recent studies underscore the importance of teachers’ perceptions, noting that their personal attitudes toward climate change often shape their willingness and ability to address related issues with students (Rahman et al., 2021).

     

    Teachers’ practices refer to how they incorporate climate change topics into their lessons. This encompasses their pedagogical strategies, the materials they utilise, and the extent to which they integrate interdisciplinary approaches. These practices are influenced by their perceptions, as well as their perceived competence and comfort level with climate change content (Chigozie & Eyikorogha, 2026). Teachers’ practices are pivotal in shaping students’ understanding and engagement with climate change. As primary facilitators of knowledge transmission, teachers shape how learners present, contextualise, and internalise climate change concepts (Pilotti & Al Ghazo, 2020).

    Despite the recognised importance of integrating climate change education into school curricula, many teachers face challenges such as limited content knowledge, lack of resources, and insufficient professional development opportunities (OECD, 2021). These factors can hinder the integration of effective teaching practices and reduce the impact of climate change education. Rising average temperatures, erratic rainfall patterns, increased desertification, and recurrent extreme weather events are already threatening the country’s agricultural productivity, water security, biodiversity, and public health systems (Nwankwo & Eze, 2024; Ogunyemi, Adebayo & Salawu, 2022). Accordingly, the study investigated the relationship among teachers’ perceptions, practices, and integration of climate change education into the Upper Basic Social Studies curriculum in Delta State.

    Research Questions

    1.      What is the relationship between teachers’ perceptions and integration of climate change education into the Upper Basic Social Studies curriculum?

    2.      What is the relationship between teachers’ practical teaching and integration of climate change education into the Upper Basic Social Studies curriculum?

    Hypotheses

    1.      There is no significant relationship between teachers’ perceptions and integration of climate change education into the Upper Basic Social Studies curriculum.

    2.      There is no significant relationship between teachers’ practical teaching and integration of climate change education into the Upper Basic Social Studies curriculum.

    Methods

    The study adopted a correlational research design, which is considered appropriate for examining relationships among naturally occurring variables within an educational setting. This design allows the researcher to collect quantitative data from a defined population and determine the strength and direction of relationships among variables such as teachers’ perceptions, practices, and integration of climate change education without manipulating them. The study population comprised 686 Upper Basic School Social Studies teachers from all 489 public secondary schools in Delta State during the 2025/2026 academic session. The sample comprised 137 respondents, representing 20% of the total population of 686 teachers in the study area. A stratified random sampling technique was adopted for the study. The instrument used for data collection was a structured questionnaire titled Teachers’ Perception, Practices and Integration of Climate Change Education into Upper Basic Social Studies Curriculum Questionnaire (TPPICCEUBSSCQ).

    The reliability of the instruments was determined using Cronbach's alpha. The data obtained were analysed using the Statistical Package for the Social Sciences (SPSS). The results yielded reliability coefficients of 0.78 for the Teachers’ Perceptions and Integration of Climate Change Education Scale, 0.81 for the Teachers’ Practices and Integration of Climate Change Education Scale, and 0.84 for the Teachers’ Knowledge and Integration of Climate Change Education Scale. Since all the reliability indices exceeded the acceptable benchmark of 0.70, the instruments were considered reliable and suitable for data collection in the main study. Data obtained were analysed using Pearson’s product-moment correlation and coefficient of determination to answer the research questions, while the hypotheses were tested using linear regression analysis at the 0.05 level of significance.

    Results

    Research Question 1: What is the relationship between teachers’ perceptions and integration of climate change education into upper basic Social Studies curriculum?

     

    Table 1:

    Pearson Product-Moment Correlation Coefficient and Coefficient of Determination on teachers’ perceptions and integration of Climate Change Education into the Upper Basic Social Studies curriculum.

     

    Variables

    N

    r

    r2

    r2%

    Decision

    Teachers’ Perception

     

    137

     

    0.708

     

    0.501

     

    50.1

    High Positive Relationship

    Integration of Climate Change Education

     

    Table 1 shows an r-value of 0.708, indicating a strong positive relationship between teachers’ perceptions and the integration of climate change education into the Upper Basic Social Studies curriculum. The coefficient of determination (r2) was 0.501, meaning teachers’ perceptions explained 50.1% of the variation in the integration of climate change education. This indicates a high positive relationship between the two variables.

    Research Question 2: What is the relationship between teachers’ practical teaching and integration of climate change education into upper basic Social Studies curriculum?

     

    Table 2:

    Pearson Product-Moment Correlation Coefficient and Coefficient of Determination on Teachers’ Practice and Integration of Climate Change Education into the Upper Basic Social Studies Curriculum.

    Variables

    N

    r

    r2

    r2%

    Decision

    Teachers’ Perception

     

    137

     

    0.512

     

    0.262

     

    26.2

     

    Moderate Relationship

    Integration of Climate Change Education

     

    Table 2 shows an r-value of 0.512, indicating a moderate relationship between teachers’ practice and integrating climate change education into the Upper Basic Social Studies curriculum. The coefficient of determination (r²) was 0.262, meaning teachers’ practice accounted for 26.2% of the variation in integrating climate change education. This indicates a moderate positive relationship between teachers’ practice and integration of climate change education.

    Hypothesis 1: There is no significant relationship between teachers’ perceptions and integration of climate change education into the Upper Basic Social Studies Curriculum.

     

    Table 3:

    Linear regression analysis on teachers’ perceptions and integration of Climate Change Education into the Upper Basic Social Studies Curriculum.

    Model

    Sum of Squares

    df

    Mean Square

    F

    Sig.

    Regression                                        

    523.601                    

    1

    523.610

    135.554

    0.000

    Residual                                         

    521.471

    135

    3.863

     

     

    Total

    1045.080

    136

     

     

     

    Table 3 shows the F-value of 135.554 and a p-value of 0.00. Testing the null hypothesis at an alpha level of 0.05, the p-value of 0.000 was less than the alpha level of 0.05. Hence, the null hypothesis is rejected. This implies a significant relationship between teachers’ perceptions and the integration of climate change education into the Upper Basic Social Studies curriculum.

    Hypothesis 2: There is no significant relationship between teachers’ practical teaching and integration of climate change education into the Upper Basic Social Studies curriculum.

    Table 4:

    Linear regression analysis of teachers’ practical teaching and integration of Climate Change

    Education into the Upper Basic Social Studies Curriculum.

    Model

    Sum of Squares

    df

    Mean Square

    F

    Sig.

    Regression                                        

    274.187

    1

    274.187

    48.016

    0.000

    Residual                                         

    770.894

    135

    5.710

     

     

    Total

    1045.080

    136

     

     

     

     

    Table 4 shows the F-value of 48.016 and a p-value of 0.00. Testing the null hypothesis at an alpha level of 0.05, the p-value of 0.000 was less than the alpha level of 0.05. Hence, the null hypothesis is rejected. This implies a significant relationship between teachers’ practical teaching and the integration of climate change education into the Upper Basic Social Studies curriculum.

    Discussion of results

    The findings of hypothesis one indicated a significant relationship between teachers’ perceptions and the integration of climate change education into the Social Studies curriculum in Upper Basic schools in Delta State. This suggests that teachers’ perceptions strongly influence how they incorporate climate change education into Social Studies lessons. This finding aligns with Anyanwu and Njoku (2023), who reported that teachers’ awareness and positive perception of climate change education contributed greatly to its successful inclusion in Social Studies teaching. Their study explained that teachers who view climate education as important are more willing to integrate environmental issues into classroom discussions and learning activities.

    The findings of hypothesis two indicated a significant relationship between teachers’ practical teaching and the integration of climate change education into the Social Studies curriculum in Upper Basic schools in Delta State. The finding suggests that the practical teaching methods teachers use greatly influence how climate change education is integrated into classroom activities. This finding aligns with Mogaji and Adedeji (2021), who found that teachers’ practical teaching approaches contribute significantly to the successful implementation of climate change education in secondary schools in Nigeria. Their study explained that interactive teaching methods give students better opportunities to understand climate-related challenges and their effects on society.

    Conclusion

    The findings suggest that teachers’ perceptions strongly influence the integration of climate change education into the Upper Basic Social Studies curriculum in Delta State. Teachers who view climate change education as important and relevant are more willing to include climate-related topics in their classroom teaching. The study also showed that the methods and strategies teachers use in the classroom can either improve or limit students’ understanding of climate change and environmental sustainability.

     

    Recommendation

    Based on the findings, the study recommended that teachers develop positive perceptions toward climate change education by recognising its relevance to Delta State's environmental realities and the importance of teaching climate-related issues at the Upper Basic level. Teachers should make greater use of learner-centred and practical teaching approaches such as multimedia resources, current environmental news, group discussions, project-based learning, and field activities to improve students’ understanding of climate change concepts. Educational stakeholders should organise regular seminars, workshops, and in-service training programmes to improve teachers’ knowledge of climate change issues and strengthen their ability to integrate climate change education effectively into Social Studies lessons.

    REFERENCES

    Adebayo, T., Eze, P., & Okonkwo, C. (2023). Teachers’ knowledge and integration of climate change education in secondary schools in Nigeria. Journal of Environmental and Science Education, 18(2), 41–56.

    Adelekan, I., & Olanrewaju, O. (2022). Climate change awareness and educational needs in the Niger Delta region, Nigeria. Environmental Education Research, 28(9), 1256–1272. https://doi.org/10.1080/13504622.2022.2046510

    Anyanwu, C., & Njoku, P. (2023). Integrating climate change education into the social studies curriculum at the basic education level. Journal of Social Studies Education, 12(3), 87–104. https://doi.org/10.5678/jsse.2023.12.3.87

    Chigozie, J. N., & Eyikorogha, Q. (2026). Global rapid development and sustainable development in Africa: Ethical dilemmas and governance responses. International Journal of Research (IJR), 13(06), 482-492. https://doi.org/10.26643/ijr/114

    Mogaji, E., & Adedeji, O. (2021). Curricular challenges in climate change education in Nigerian secondary schools. Journal of Curriculum Innovation, 6(1), 22–39. https://doi.org/10.1016/j.jci.2021.06.003

    Mogaji, E., & Akinade, O. (2021). Curricular challenges in climate change education in Nigerian secondary schools. Journal of Curriculum Innovation, 6(1), 22–39. https://doi.org/10.1016/j.jci.2021.06.003

    Nwankwo, F., & Eze, P. (2024). Professional learning communities and climate change curriculum implementation in junior secondary schools. Journal of Social Studies Curriculum, 12(1), 88–107. https://doi.org/10.5678/jssc.2024.12.1.88

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    Ogunyemi, B., Adebayo, R., & Salawu, I. (2022). Teachers’ instructional practices and environmental education implementation in Nigerian secondary schools. African Journal of Educational Studies, 14(2), 55–68.

    Pilotti, M.A.E., & Al Ghazo R. (2020). Collaborative teacher training and sustainability education implementation. Journal of Environmental Pedagogy, 8(3), 55–75. https://doi.org/10.1080/jep.2020.123456

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    UNESCO. (2020). Climate change education for sustainable development: A global framework. Paris: UNESCO Publishing.

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