Fostering Sustainable Critical Thinking and Problem-Solving Skills for Environmental Resilience in Nigeria

Abstract

This study identifies the importance of the development of sustainable critical thinking and problem-solving skills as transformative means for addressing critical environmental issues in Nigeria and the attainment of the United Nations Sustainable Development Goals (SDGs). The research, using the mixed-methods approach of combining quantitative survey data and qualitative data from interviews, assesses the extent to which Nigerian students and other stakeholders possess the capacity to make sustainable environmental decisions and the extent to which Nigerian students and stakeholders make sustainable environmental decisions. The study identifies a number of systemic issues/faults in the education system that stem from antiquated (or outmoded) systems (or practices) in education, a lack of support from educational institutions, and a lack of (or insufficient) practices in the education system that stem from issues pertaining to sustainability. The study also identifies the importance of these individuals in the educational system and in the educational system (or community) in cultivating an environment that fosters (or sustains) critical and problem-solving skills from a supportive perspective to achieve sustainable environmental practices. The study also supports (or sustains) (the development of) critical and problem-solving skills from a supportive perspective to achieve sustainable environmental practices. Lastly, the study emphasizes the importance of education institutions and the community in fostering critical and problem-solving skills to promote sustainable environmental practices