International Council for Education, Research and Training

The Role Of Educational Psychologists In Promoting Sustainable Practices In Urban Schools: A Case Study Of Lagos State, Nigeria

Olanipekun, Olajumoke O.

Department of Educational Psychology, School of Education, Federal College of Education (Technical) Akoka, Lagos State, Nigeria

Abstract

This study examines how educational psychologists foster sustainable behaviours and attitudes among students and teachers in Lagos State, Nigeria, a region facing significant environmental challenges, such as pollution, flooding, and waste management issues, which directly impact urban schools. The aim is to explore how educational psychologists foster sustainable behaviours and attitudes among students and teachers. Despite the pressing environmental concerns in Lagos schools, sustainability initiatives remain limited, primarily due to psychological barriers like cognitive dissonance and the diffusion of responsibility, which hinder the adoption of eco-friendly behaviours. Through targeted interventions, teacher support, and curriculum development, educational psychologists can address these barriers and cultivate a culture of environmental responsibility. Successful initiatives, such as the Green Schools Initiative and Eco-Clubs, illustrate the positive impact of these efforts. The review concludes with recommendations for educational psychologists to take a more active role in supporting sustainable educational policies and integrating culturally relevant content to enhance student engagement. This approach will better equip future generations with the knowledge and skills necessary to address the global climate crisis.

Keywords: Cognitive Dissonance; Educational Psychology; Environmental Challenge; Green Schools Initiative; Sustainability Practices; 

Impact Statement

This study explores the vital role of educational psychologists in advancing sustainable practices in urban schools across Lagos State, Nigeria. By applying behavioural science principles, these professionals tackle psychological barriers such as cognitive dissonance and eco-anxiety, fostering lasting environmental responsibility among students and teachers. Initiatives like the Green Schools Project and Eco-Clubs highlight the effectiveness of targeted interventions in embedding sustainability into education.

The research further emphasises the need for integrating environmental awareness into school curricula, fostering community collaboration, and shaping policies that promote eco-conscious behaviours. Empirical findings indicate that such efforts lead to sustained behavioural changes, improved institutional policies, and greater student participation in sustainability initiatives.

This work contributes to global discussions on education and environmental stewardship by providing a scalable framework for urban sustainability education. Its recommendations guide policymakers, educators, and psychologists in nurturing a generation equipped with the knowledge and skills to ensure a sustainable future.

About The Author

Dr. Olajumoke Omowunmi Olanipekun is an educational psychologist, researcher, and lecturer at the Federal College of Education (Technical), Akoka, Lagos, Nigeria. Passionate about teaching, mentoring, and research, she specialises in educational psychology, social-emotional learning (SEL), sustainability education, and mental health interventions. Her work focuses on helping students thrive, particularly by integrating AI, assistive technology, and collaborative learning strategies to create inclusive and effective learning environments.

Dr. Olanipekun’s research has shaped curriculum innovation, teacher development, and educational policies in Nigeria. She has presented at international conferences, collaborated on policy-driven reforms, and contributed to global conversations on inclusive education and teacher resilience. With a strong commitment to bridging research and practice, she strives to ensure that education remains equitable, adaptable, and impactful, equipping students and educators with the tools they need to succeed.

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