Assessment of Environmental Education Content in Primary School Curricula in Rivers State

This study assesses the extent and adequacy of environmental education content in the primary school curriculum as implemented in Rivers State, South South Nigeria. Growing environmental challenges, including oil pollution, flooding, and deforestation, make it critical that Nigerian primary school curricula instil environmental awareness, values, and action competencies from the foundational level. The study employs a document analysis and descriptive survey design. Primary data were collected from 240 primary school teachers, curriculum supervisors, and headteachers in Port Harcourt, Obio-Akpor, and Eleme local government areas using a validated environmental education content assessment questionnaire and classroom observation schedule. Curriculum documents including the Basic Education Curriculum and school timetables were subjected to content analysis. The study draws on UNESCO's Environmental Education framework and the Education for Sustainable Development model. Findings are expected to reveal that while some environmental content is embedded in Basic Science and Social Studies, dedicated environmental education instruction is minimal and teachers are inadequately prepared to deliver it. Recommendations address the Rivers State Ministry of Education, the Nigerian Educational Research and Development Council, and teacher education institutions on mainstreaming environmental education across subject areas and strengthening teacher preparation in environmental pedagogy. The study provides contextual evidence for environmental curriculum reform and contributes to regional discussions on education for sustainable development in the oil-producing South South geopolitical zone. Keywords: environmental education, primary curriculum, Rivers State, sustainable development, teacher preparation