Abstract

This study investigates the role of gender equity in advancing climate change education and sustainable development. Utilizing a descriptive research design, the study targets individuals involved in climate change education across educational institutions, NGOs, and community programs in Nigeria, including students, teachers, community leaders, and climate activists. A stratified random sampling technique was employed to ensure representation across different genders, age groups, and socio-economic backgrounds, resulting in a sample of 300 participants from various regions. A structured questionnaire was used to collect quantitative data on demographics, experiences, and perceptions of gender equity. Data were analyzed using IBM SPSS, focusing on descriptive statistics. The findings indicate that gender dynamics significantly influence participation in climate change education, with stereotypes still affecting engagement despite perceptions of equal opportunities. Current educational frameworks are limited in addressing gender equity, and barriers such as cultural norms, economic factors, and a lack of female leadership hinder equal access. However, gender-sensitive educational programs effectively enhance understanding, promote sustainable practices, and foster community involvement. The study recommends that educational institutions develop and implement policies actively promoting gender equity in climate change education, ensuring inclusivity in materials and programs. Additionally, training for educators on gender dynamics and gender-sensitive approaches is crucial for creating an inclusive learning environment that encourages participation from all genders.