Evaluating the GreenHubAfrica’s Communication Strategies in Inculcating Climate Change Knowledge for Pupils in Jos North Local Government Area, Plateau State

Abstract

The intensifying climate change crisis requires a transition from traditional teacher-centred approaches to strategic communication that fosters active learner engagement. This study evaluates the effectiveness of the GreenHubAfrica Foundation’s communication strategies in inculcating climate change knowledge among pupils in selected primary schools in Jos North Local Government Area (LGA), Plateau State, Nigeria. Grounded in the Diffusion of Innovation theory, the research utilises a quantitative design, collecting data through questionnaires. From a total population of 4246, a sample size of 366 respondents was determined using Yamane’s formula. Quantitative data were analysed and presented using percentages, tables, and charts. The findings indicate that GreenHubAfrica’s communication strategies, including narrative storytelling, hands-on learning, visual and creative expression, outdoor lessons, and inquiry-based approaches such as climate clubs, are producing positive outcomes. Pupils exhibited marked improvements in their understanding of the causes and effects of climate change. Furthermore, behavioural changes were observed, with pupils shifting from indiscriminate refuse disposal to recycling, thereby extending the impact from schools to their households. The study concludes that participatory communication is vital for transforming children from passive recipients of information into active participants in climate action. It is recommended that the Plateau State Universal Basic Education Board (PLSUBEB), in partnership with GreenHubAfrica and other NGOs, expand these climate change campaigns to additional schools and rural communities to cultivate an environmentally informed population.