INCDS Pushes for Climate Change Literacy with New Curriculum Mapping Initiative

By Hikmah Adeyemi, Mary Omowo, and Barakat Lawal

The Institute of Nigeria-China Development Studies (INCDS), in partnership with Pulitzer Center has advocated for climate change education through curriculum mapping to instill the knowledge in students and equip educators with climate-responsive skills.

The initiative was launched during a workshop held on 16 December 2025 at the Arthur Mbanefo Digital Research Centre.  The event marked the introduction of the updated Core Curriculum Minimum Academic Standards (CCMAS) for the reimagination of climate change.

The CCMAS for climate change brings about the incorporation of climate literacy into existing courses like Geography, Mass Communication, English, Urban and Regional Planning, Educational Management, Economics, Medicine, and Pharmacy.

Speaking during the event, the project lead/coordinator,  Professor Olufemi Saibu said climate change is a defining reality that shapes economies, societies, and ecosystems across the globe, stating that higher education has a significant role to play.

“Higher education has a responsibility to prepare graduates who can respond to this challenge with knowledge, creativity, and integrity,” he stated.

According to him, a climate literacy toolkit for lecturers is important, adding that it provides lecturers with practical strategies, lesson plans, and resources to integrate climate perspectives into teaching across disciplines.

He emphasised that professors and lecturers should conduct research and apply the knowledge gained to promote climate change education across disciplines.

Saibu noted that the discipline will be applied across broads, adding that secondary schools  and primary schools will also be included. 

Director of the Academic Planning Unit, UNILAG, Mathew Ilori said new courses related to climate education should be integrated into the curriculum to equip students with practical knowledge and  prepare them to tackle real-world climate challenges effectively.

The representative of the Pulitzer Center USA, Eric Selemani, highlighted the importance of climate change moving from theory to reality.

He advised educators not to teach climate change as fear but as a responsibility and possibility.

“Climate change is not abstract but a formative reality,” he said.

Professor Adeola Adeosun, an education specialist, emphasised that the workshop should focus not only on knowledge about climate change but also on how to address it, highlighting the need for a change in mindset and values among students.