DOI: https://doi.org/10.59321/BAUETJ.V4I2.7
AUTHOR(S)
S. O. Makinde1*, A. Ibrahim2, M. B. Sulyman2
ABSTRACT
This study employed a descriptive survey research approach to investigate the perception of educators on the impact of Eco-humanism on promoting environmental stewardship and humanistic values in Nigerian classrooms. The research targeted educators from a range of institutions in Ilorin, Kwara State, Nigeria, including universities and secondary schools, and involved a sample of 270 participants. Data was gathered through a 30-item questionnaire, which assessed educators’ views on the relevance, teaching methods, and professional development related to Eco-humanism education. The questionnaire, validated by educational experts and demonstrating a reliability coefficient of 0.78, comprised sections on educators’ demographic information and their perceptions of Eco-humanism’s effects on student engagement, learning outcomes, and behaviour. Results indicated strong agreement among educators on the importance of Eco-humanism, with broad support for its integration into educational curricula and teaching practices. However, the study also highlighted variability in the application of Eco-humanistic strategies, pointing to a need for enhanced professional development and resources. The findings suggest that Eco-humanism positively influences student engagement, academic performance, and behavioural attitudes toward environmental and humanistic values. The study recommends incorporating Eco-humanistic principles into the curriculum, bolstering professional training, and adopting innovative teaching approaches to effectively integrate these values into education.