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Societies are shaped by the voices they choose to amplify. I came to this realisation after spending a month teaching climate change at Government Day Secondary School, G.R.A., Enugu, under the Enugu State Growing Green Generation Pilot Project—an initiative of the Office of the Senior Adviser to the Governor on Climate Change and Sustainable Development, in collaboration with the Office of the First Lady, the Ministries of Environment and Education, and supported by the UNICEF Enugu Field Office.

Shortly after my experience, Nigeria’s social media space erupted with debates over the so-called “Olodo Uprising.” Beneath the humour and memes lay a more profound national conversation about knowledge, competence, and the consequences of poor education. For me, the debate also offered a powerful lens through which to reflect on my experience teaching climate science.

I arrived in the classroom expecting to teach climate change, but found myself competing with voices that had been teaching long before I arrived: social media, family conversations, popular culture, etc. Some of what the students believed was accurate, but much of it was rooted in myths, misconceptions, and half-truths. My role quickly became less about introducing new knowledge and more about helping students distinguish facts from misinformation.

The lesson from the recent “Olodo Uprising” debate, therefore, is not simply about who is intelligent, but about whose voices shape our collective future. At a time when climate change demands informed public engagement, the debate reminds us of several reasons why evidence-based voices matter. This is not about silencing disagreement or alternative opinions; it is about ensuring that public debate is anchored in facts rather than falsehoods.

Firstly, without credible voices, misinformation fills the gap. The United Nations has repeatedly warned that misinformation and disinformation have become among the defining global risks of the twenty-first century because they undermine our ability to respond collectively to crises. The COVID-19 pandemic taught us a painful lesson that misinformation can be just as dangerous as the crisis itself. False claims about miracle cures, vaccines, and unproven treatments spread rapidly, creating confusion, undermining trust, and costing lives.

Climate change faces a similar test. While outright climate denial persists, more subtle forms of misinformation have become increasingly common: some commentators claim renewable energy cannot work, exaggerate its costs while ignoring its benefits, or portray climate change as a Western conspiracy designed to prevent Africa’s development. These narratives erode public trust, discourage support for practical climate solutions, and ultimately delay meaningful action.

Secondly, understanding climate change requires interpreting scientific evidence that most people cannot easily verify for themselves and depend on trusted interpreters. If these interpreters are less informed but louder, people lose reliable guidance and are susceptible to climate myths.

Thirdly, misconceptions can shape behaviour, with real world consequences for how we choose to act. Communities may oppose renewable energy projects based on false claims, farmers may ignore climate-smart agricultural practices, or families may fail to respond appropriately to disaster preparedness warnings because they distrust scientific advice.

Lastly, students today will become tomorrow’s decision makers. What they believe today will shape future choices. If the voices students hear every day ridicule climate science, dismiss environmental responsibility, or reward ignorance, climate education will always be fighting an uphill battle. If we fail to intentionally educate young people about climate change today, we may inadvertently create an “Olodo Uprising” in the green economy: a generation excluded from emerging opportunities because they were never equipped with the knowledge to participate. Amplifying evidence-based voices therefore is an investment in the quality of future leadership.

If we are serious about tackling climate change, we must invest in the people and institutions that communicate evidence with credibility and integrity: scientists, teachers, journalists, and climate communicators.

Charles Dickens in “Hard Times” once mocked an educational philosophy that demanded, “Teach these boys and girls nothing but facts. Facts alone are wanted in life.” He was right to question the idea that facts alone make us human. Yet he could hardly have imagined a century in which facts themselves would become contested. Today, Climate science does not suffer from a lack of evidence, but from the growing influence of louder, more persuasive ignorant voices that dismiss or distort it. Facts matter, but they rarely speak for themselves. They require credible messengers whom people trust. The challenge before us, therefore, is not simply to teach facts, but to cultivate trust.

The Olodo Uprising should remind us that the real question is not who speaks the loudest, but whose voices we choose to elevate. Our collective future will depend on that choice.

Chukwuebuka Ibezim
Climate Education Champion

The greatest missing ingredient in climate education is not information but social influence. My experience as a Climate Champion in the Growing Green Generation Project, a four-week Climate Education Program organized by the Special Adviser to the Enugu State Governor on Climate Policy and Sustainable Development, in partnership with the office of the First Lady, and the Enugu State ministries of Environment and Education, taught me this.

I was assigned to Goshen Star College, Enugu, for an experiential climate change campaign with the students. Our approach wasn’t limited to classroom teaching or assignments; we were equipped with series of hands-on activities during the program. The students were taught that waste is not entirely useless. Our partner from Dosky Arts Quest taught the students how non-biodegradable waste could be converted into usable products and art, so as to shield the environment from suffering from our waste. There was also a tree-planting exercise, where students planted both economic and ornamental trees around the school, and then, with the help of the school management, we took steps to turn this new understanding into a living legacy. We established a Climate Action Club, a structured space where students can continue to discuss, learn, lead, and champion the campaign for eco-friendly habits within their school and the society.

However, as time went on, I began to notice a troubling pattern. At first, students were excited and interested in the program, but by the second week, I noticed that some of the students who had been the most enthusiastic no longer attended climate club meetings. As I began to explore the reason for the emerging trend, I became aware of the influence of peer pressure and how students’ attitudes are shaped by their environment, and not just the lesson content. Very often, we have been focusing on curricula, lesson plans and knowledge. Of course, these are all important, but incomplete without factoring in the social environment where this knowledge is supposed to live, and how culture shapes whether students act on the knowledge they are given.

What happens after the lesson ends, and peer pressure enters the scene? A student can understand climate change and still avoid carrying a reusable bottle or joining the eco club because friends think it’s weird, nerdy or boring.

When these go unchallenged, the risk is climate education staying knowledge without action, and it doesn’t stop at schools. Students who care about the climate are often labelled by their peers with such words as “preachy, woke, doomsdayer, tree-hugger,” and so many other derogatory labels.

While negative peer pressure can suppress participation in climate action as the social cost of joining outweighs the perceived benefits, interestingly, it can also be a powerful ally. Climate education programs need to tap into peer networks instead of only focusing on curriculum. For a lot of young people, belonging matters more than facts.

Climate clubs are designed to leverage positive peer pressure. If information tells students why climate action matters, climate clubs help answer the question, who around me is already doing it?

But there is a paradox: the very mechanism climate clubs are supposed to harness—peer influence—is often the first obstacle they must overcome before they can create it. Some students quietly confessed they feared their friends would mock them, thinking that climate clubs were merely about “carrying plastic and trash.”  When young people internalize and carry these negative norms into homes and communities, the ripple effect starts to change behavior beyond the classroom. What begins as the fear of being mocked for joining a climate club can gradually become a culture where environmental responsibility itself is viewed with suspicion or ridicule.

We should rethink how climate clubs are positioned. Too often, they are treated as niche groups for a handful of environmentally conscious students rather than communities that any student would be proud to join. The solution to this is to make climate clubs the cool clubs where being a recycling champion carries status that will move students to ask “Why am I not part of this?” instead of “Will my friends laugh if I join?”

Climate clubs should be among the most visible and aspirational communities in a school, where environmental leadership carries prestige. Student leaders, athletes, artists, prefects, and influential students should be encouraged to champion them, helping to redefine what participation represents. When students see these figures leading green projects, it makes participation feel normal and even admirable. Activities should be creative, collaborative, and engaging. And just as schools celebrate excellence in sports, debate, music, and academics, they should also celebrate climate leadership. The objective is not merely to recruit more members, but to flip the social norm.

There is an old saying, “Show me your friends, and I will show you your future.” It endures because it captures a simple truth: the people around us shape the people we become, and the same is true of climate action. If we want young people to become lifelong stewards of the environment, we must shape not only what they know but also the communities they belong to. Because in the end, climate action is contagious.

By Melitus Onyechonam Okogu

Climate Education Champion

e in Climate Education

Sometimes the most important lesson is not the one you planned to teach, it is the one the experience teaches you; That was my full circle experience with Growing Green Generation Pilot Project, an initiative of the Office of the Special Adviser to the Governor of Enugu State on Climate Policy and Sustainable Development, in partnership with the office of the First lady, Enugu State Ministry of Education, and the Ministry of Environment, with support from UNICEF Enugu Field Office
Before entering the classroom at Annunciation Secondary school, Enugu, I had wondered how the experiences of the students have shaped their perception about climate change – Do they know what climate change is, and would they have seen it as something that affects foreigners and rich people far from here?
This engagementrevealed the immense potential of Nigeria’s young people, the barriers that prevent this potential from being fully realised, and why the conversation about climate action cannot be separated from the conversation about the schools and environment where children learn. Despite decades of negotiating climate action in beautiful conference halls, the classrooms – where lasting environmental leadership can truly be cultivated seems to have been neglected.
Above all, the students’ remained remarkably curious during the interactive session that was engaging and the students became eager to speak and learn.

The project was more than a series of lessons, tt was about transforming knowledge into action. One of the most memorable activities was tree planting. Watching students carefully plant and water young trees reminded me that climate education is not only about teaching facts; it is about nurturing a sense of responsibility. Every tree planted was a living statement: that individuals, no matter how young, can contribute meaningfully to protecting the environment.

Equally impactful was the plastic bottle collection drive for recycling. Rather than treating plastic waste as ordinary litter, students began to see it as an environmental challenge with real, practical solutions. Watching them actively participate and make the connection between everyday habits and environmental consequences was one of the most encouraging moments of the experience.

The Growing Green Generation Pilot Project demonstrates what is possible when students are given opportunities to engage with real-world challenges. But programmes like this should inspire the everyday learning experiences, not compensate for what is missing. If we expect young people to become innovators, problem-solvers and environmental stewards, we must provide learning environments that reflect these expectations

To strengthen programmes like these, several steps are worth considering. Climate education should be formally integrated into the school curriculum, making environmental awareness part of everyday learning rather than a periodic visit. Government agencies, private organisations, and development partners should collaborate to provide smart classrooms, reliable electricity, digital teaching tools and teacher capacity development. Learning should move beyond memorisation to inquiry, collaboration and hands-on problem-solving. The school authorities should model sustainability through solar energy, tree planting, recycling initiatives and greener learning spaces, allowing students to experience the values of what they are being taught.

My time at Annunciation Secondary School reaffirmed something far greater than the importance of climate education. It showed me that Nigeria’s young people are ready to learn, innovate and lead; but only if we create learning environments that allow them to do so. The pure zeal I saw in these students has proven that young people are not indifferent to environmental issues, they simply need to be empowered to play their part. If we are intentional about building a climate resilient Enugu and Nigeria, we must continue to invest in these programmes and infrastructure that empower and teach students to become environmental stewards. The seeds we planted both in the soil and in the minds of these students have the potential to grow into a generation that sees sustainability not only as a mere choice but as a shared responsibility.

Chukwuma Raaluchukwu
Climate Education Champion

A few weeks ago, I walked into Iheaka Girls Secondary School in Enugu State, expecting to teach and introduce the concept of climate change during the program “Rooted in Action: Growing Green Generation.” On paper, our execution strategy was simple: the focus would be about the environment, what climate change is, why it is happening, and then engage the students in practical ways to actually do something about it. We were to plant trees, build a recycling point, learn to turn trash into wealth, and inaugurated an Eco Club that would outlive our visit.

In practice, it became a revealing experience. From the first engagement I noticed that the students weren’t just listening as I introduced the concept, they were connecting, it felt as though I was telling a story they have heard before.

We often underestimate how much young people already know—they may not always speak in the language of science or policy, but through lived experience, they have already witnessed the changing seasons, rising temperatures that feel different each year, and environmental disruptions exacerbated by climate change, which has been etched into their daily lives. I had come to teach, but in many ways, I left with hard lessons.

While the students did not have a systematic language to describe their experiences, they felt at ease sharing these experiences and were eager to learn how to protect the environment from further damage.

Most memorably, I recalled vividly a student, share her story about how a flood tore through her neighborhood years ago. It wasn’t a minor inconvenience as homes were damaged, properties were lost, and eventually her family had to relocate to another shelter. From her perspective, climate education was no longer an abstract topic from a bulky textbook, but a grief still sitting close to the surface. That moment reframed the entire project for me. We weren’t just introducing these students to climate change; we were giving them the tools to understand something they had already survived.

But the learning did not stop there. While the program was not limited to climate education lessons; students also participated in a “trash-to-treasure” project where they learned not to see discarded materials as waste but as resources that could be transformed into wealth.

The highlight of the project for me was the tree planting exercise where students had opportunities to plant trees themselves. By the end of the project, these students knew more about climate change, its causes, and its local consequences than most adults I know. The whole project was indeed a wholesome experience not just for us but for the students and staff.

Yet, during the engagement with the student, an important gap became visible – it was discovered that Climate education is still not taught as a standalone subject in many schools, as opposed to being treated as an independent subject. And mere embedding climate education in other subjects has resulted in loss of climate information at different levels.  It is therefore recommended that Nigerian education system recognise climate education as a distinct subject and invest in the curriculum, teacher’s training and learning resources. These would equip young people not only to understand the climate crisis but also to become leaders in building a more sustainable future.

Ultimately, if we want a generation that is prepared to navigate a warmer and more uncertain world, our task is not simply to convince young people that climate change matters; many of them already know that through lived experience. The real challenge is to trust them enough to give them the knowledge, platforms, opportunities, and responsibility to act. My experience at Iheaka Girls’ Secondary School showed me what becomes possible when we do.

Obetta Victory Chinaza

Climate Champion & Sustainable Development Advocate

Recently, policymakers, investors and business leaders from Nigeria and Europe gathered in Lagos for the 10th Nigeria–EU Business Forum. For decades, the relationship between Nigeria and the European Union has evolved considerably from development cooperation to trade facilitation, institutional reforms, and climate partnerships.

Despite Europe being one of Nigeria’s most important economic partners, one uncomfortable reality remains that Nigeria still exports raw materials and imports higher-value manufactured products in large quantities. Therefore, the central question is no longer whether Nigeria and Europe should deepen economic cooperation; rather, it is whether this age long partnership can finally move from these declarations to implementation.

Across Africa, governments are increasingly embracing green industrialization as a pathway to economic development. Rather than viewing climate action as a constraint, many countries now see it as an opportunity to attract investment, strengthen manufacturing, expand regional trade, and create jobs.

Nigeria is currently advancing its Energy Transition Plan, finalizing a Green Industrial Growth Strategy through combination of policies, expanding renewable energy investments, promoting electric mobility, and positioning itself as a manufacturing hub under the African Continental Free Trade Area (AfCFTA). However, one can rightfully state that Nigeria’s challenge is not the absence of ambition but implementation gap. This is where the EU-Nigeria partnership must evolve to address longstanding challenge.

The European Union’s recent commitment of more than €560 million announced between the 8th EU- Nigeria Ministerial Meeting in March and the Nigeria -EU Business Forum in June, to support digital infrastructure, green enterprise development, and the Lagos Omi Eko Project underscores Europe’s growing confidence in Nigeria’s development potential and commitment to advancing sustainable, climate-resilient growth. The next decade cannot be defined by discussions about investment opportunities alone, it must focus on building the institutions, market mechanisms, and industrial ecosystems capable of translating capital into productive transformation. Therefore, three strategic priorities deserve urgent attention at this time and remain at the core of the Lagos Business forum outcomes:

First, Nigeria and the European Union should negotiate a Clean Trade and Investment Partnership (CTIP). Following its first Clean Trade and Investment Partnership with South Africa, Nigeria should become the second African country to benefit from such an arrangement through the EU’s strategic Trade and Investment Dialogue (TID) and the Global Gateway. A Nigeria EU CTIP could focus on renewable energy technologies, battery manufacturing, electric mobility, sustainable fuels, transmission infrastructure, agro-processing, circular economy industries, and low-carbon industrial production. More importantly, it would provide a coherent implementation architecture rather than the fragmented approach that often characterizes development cooperation.

Second, Nigeria should establish a Green Industrial Compact. One of the most promising innovations emerging from Africa’s energy transition efforts is the use of National Energy Compacts under Mission 300. These compacts clearly identify investment needs, policy reforms, implementation milestones, and financing responsibilities while creating transparency and accountability for investors and governments alike. It is highly recommended that Nigeria adapts this model to industrialization.

A Green Industrial Compact would publicly identify priority sectors, infrastructure requirements, financing gaps, regulatory reforms, and measurable targets for implementation. Such a framework would significantly improve investor confidence while helping development finance institutions and private investors align behind a common national vision for sustainable development.

Third, both partners must move beyond investment promotion and address market access and partnership through long-term offtake arrangements. One of the least discussed barriers to green industrialization is the absence of predictable demand. Europe can help address this challenge by supporting long-term purchasing arrangements for Nigerian green industrial products, including battery components, green fertilizers, processed agricultural goods, sustainable aviation fuels, renewable energy equipment, and other low-carbon products. Such arrangements would provide the certainty required to unlock private investment at scale.

Another area where cooperation could be transformative is electricity infrastructure. For decades, inadequate transmission and distribution systems have  constrained   Nigeria’s industrial potential. Europe and Nigeria should therefore launch a Green Grid Partnership (GGP) focused on financing, manufacturing, and deploying transmission infrastructure, transformers, storage systems, and grid technologies. This is on the backdrop that without reliable electricity, industrialization will remain an aspiration rather than an outcome.

To conclude, the global race for green industrial competitiveness is accelerating.  Europe is introducing new industrial policies, including the Carbon Border Adjustment Mechanism (CBAM) and emerging industrial preference frameworks designed to strengthen industrial competitiveness and strategic autonomy. These measures can become fair and transparent drivers of global decarbonization if properly designed. Therefore, this is not a call for exemptions for Nigeria, but for partnerships built on mutual benefit. Nigeria should work with the EU to ensure that CBAM supports industrial decarbonization, local value addition, technology transfer, and competitive market access for Nigerian green industrial products. That is why the next phase of EU-Nigeria cooperation should focus less on negotiating access to markets and more on jointly building the industrial capabilities that allow Nigerian firms to compete successfully in those markets.

Nigeria cannot afford another decade of unrealised potential. The legitimacy of the Nigeria-EU partnership over the next decade will not be measured by investment announcements; it will be measured by factories built, technologies transferred, skills developed, and jobs created – this is the ultimate scorecard that both sides will be measured.

Gboyega Olorunfemi is a Senior Research Associate, Centre for Climate Change and Development. He is co-coordinator of the Africa–Europe Platform for Sustainable Development Thinkers (Ukȧmȧ) and is co-author of Green Industrialization Priorities in Africa and Partnership Opportunities with Europe