The influence of informal education on students’ perception of sustainable development in Dange Shuni Local Government Area, Sokoto State
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- NGN 5000
Background of the study
Sustainable development is a critical global objective that requires informed and proactive engagement from future generations. In Dange Shuni Local Government Area, Sokoto State, informal education has been leveraged as a strategic tool to shape students’ perceptions of sustainability. Informal education in this context includes community workshops, environmental clubs, and interactive projects that emphasize eco-friendly practices and resource conservation (Abdulrahman, 2023). These initiatives are designed to complement formal curricula by offering experiential learning opportunities that foster environmental stewardship and a deeper understanding of sustainable development principles (Hassan, 2024). Through practical engagements, students are encouraged to critically evaluate the impacts of human activities on the environment and to adopt practices that support long-term ecological balance (Usman, 2025).
The dynamic approach of informal education allows students to explore sustainability issues in a manner that is both context-specific and innovative. By participating in activities such as tree planting campaigns, recycling drives, and energy conservation projects, students gain firsthand experience in implementing sustainable practices. This experiential learning process not only enhances their theoretical understanding but also instills a sense of responsibility toward the environment (Abdulrahman, 2023). Moreover, these informal educational initiatives facilitate the exchange of ideas among peers and community members, leading to a more comprehensive appreciation of the multifaceted nature of sustainable development (Hassan, 2024).
Despite the progress achieved through these initiatives, challenges remain. Limited resources, inadequate infrastructure, and varying levels of community support can restrict the full impact of informal education on students’ perceptions of sustainability (Usman, 2025). Additionally, traditional mindsets and resistance to change pose barriers to the widespread adoption of sustainable practices. Nonetheless, the integration of informal education into local environmental strategies offers a promising avenue for cultivating a generation of environmentally conscious citizens who are equipped to address global sustainability challenges (Abdulrahman, 2023).
Statement of the problem
In Dange Shuni Local Government Area, although informal education initiatives have been introduced to promote sustainable development, there remains a significant gap in how effectively these programs influence students’ perceptions and behaviors. The prevailing traditional educational models, which often emphasize conventional academic subjects, do not adequately address the principles of sustainability. As a result, students may not fully comprehend the urgency and practical implications of sustainable development (Hassan, 2024). Furthermore, the informal education programs currently in place suffer from inconsistent implementation and a lack of standardized frameworks, which hinders their ability to deliver a cohesive message on environmental conservation (Usman, 2025).
Another critical issue is the limited integration of community and environmental stakeholders in the design and execution of these informal educational initiatives. Without active participation from local experts and community leaders, the programs often lack practical relevance and fail to engage students meaningfully (Abdulrahman, 2023). Additionally, resource constraints and infrastructural challenges further impede the sustainability of these initiatives, resulting in sporadic rather than continuous educational exposure (Hassan, 2024). The cumulative effect of these challenges is a diminished capacity for informal education to reshape students’ perceptions of sustainable development effectively. Addressing these problems is crucial to ensure that informal educational strategies can fully support the broader goal of creating environmentally responsible citizens (Usman, 2025).
Objectives of the study:
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To examine the influence of informal education on students’ perceptions of sustainable development.
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To identify challenges in implementing informal sustainability education programs.
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To propose strategies for improving the effectiveness of informal education in promoting sustainable development.
Research questions:
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How does informal education affect students’ perceptions of sustainable development?
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What challenges hinder the effective implementation of informal sustainability education?
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What strategies can enhance the role of informal education in fostering sustainable development?
Research Hypotheses:
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Informal education significantly improves students’ understanding of sustainable development.
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Limited resources and infrastructural challenges negatively impact the effectiveness of informal sustainability programs.
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Active community involvement enhances the outcomes of informal education in promoting sustainable practices.
Significance of the study
This study is significant as it evaluates the impact of informal education on shaping students’ perceptions of sustainable development in Dange Shuni Local Government Area. The findings will provide crucial insights for educators, environmental advocates, and policymakers to refine and expand informal education strategies. By identifying challenges and proposing targeted improvements, the research aims to foster an educational environment that produces environmentally conscious citizens committed to sustainable practices. The study’s outcomes will contribute to local and broader efforts towards achieving sustainable development goals.
Scope and limitations of the study:
This study is limited to exploring the influence of informal education on students’ perceptions of sustainable development in Dange Shuni Local Government Area, focusing on local educational practices, resource constraints, and community engagement initiatives.
Definitions of terms:
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Informal education: Non-formal, experiential learning outside traditional classrooms.
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Sustainable development: Development that meets present needs without compromising future generations.
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Perception: The way in which individuals interpret and understand concepts related to sustainability.
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