Many Nigerian institutions of higher learning are left behind in sustainability education in their teachings and research, thereby delivering to their students a brand of education that can neither guarantee their future nor the future of their generations yet unborn which education for sustainability transmits. The study therefore seeks to promote education for sustainability curricular in the academic disciplines in South-Eastern Nigerian institutions of higher learning. The specific objectives include: To determine the influence of research on academic disciplines in Nigerian institutions of higher learning; To ascertain the nature of the relationship between adequate teaching facilities and academic disciplines in Nigerian institutions of higher learning. Survey research design was adopted for the study. Findings indicate that there is a positive relationship between adequate teaching facilities and academic disciplines in Nigerian institutions of higher learning. Thus, it is recommended that higher institutions of learning in South-Eastern Nigerian should be adequately equipped with trained teachers and research facilities to enhance the provision of sustainability education for the development and growth of education in Nigeria.
The importance of promoting education for sustainability (EfS) curricular in academic disciplines in South-Eastern Nigerian institutions of higher learning cannot be undermined. It ought to be given priority within the academic context, if Nigeria must achieve the present day academic goals and objectives which include competing favourably with other institutions of higher learning globally. Hence, it is not an overstatement to say that universities and other higher institutions of learning play a significant role in fostering a deep understanding of sustainability in students. This is crucial for creating a new generation of leaders for the achievement of education for sustainability.
The need for Nigerian institutions of higher learning to promote education for sustainability can be said to be varied. This includes constant education for educators, to ensure that they are well-funded and made to have adequate facilities in order to deliver adequate/effective teaching to students in institutions of higher learning for the sustainability of knowledge. In line with the above, there is need to ensure that all the indices needed to achieve EfS in Nigerian institutions of higher learning is met and sustained. However, this cannot be easily achieved if the government, academic authorities, students and the society at large fail to recognize the relevance of promoting and implementing EfS curricular in the various academic disciplines in Nigeria.
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