situs toto toto slot toto togel slot 4d toto macau situs toto toto slot toto togel slot 4d toto macau situs toto toto slot toto togel slot 4d toto macau situs toto toto slot toto togel slot 4d toto macau ayamtoto ayamtoto ayamtoto ayamtoto ayamtoto ayamtoto kuatoto kuatoto
Live RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTP
Live RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTP
Live RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTP

DOI: https://doi.org/10.14710/jsp.2025.29874

Energy Efficiency and Carbon-Neutral Knowledge, Attitudes and Perception (KAP) across the Campuses of Lagos State University (LASU), Nigeria

*Fatai Olakunle Ogundele scopus  -  Department of Geography and Planning, Faculty of Social Sciences, Lagos State University, Nigeria
Ibiyemi Ibilola Olatunji-Bello orcid scopus  -  Department of Physiology, Faculty of Basic Medical Sciences, Lagos State University College of Medicine, Nigeria
Adejuwon Adewale Adeneye orcid scopus  -  Department of Pharmacology, Therapeutics and Toxicology, Faculty of Basic Clinical Sciences, Lagos State University College of Medicine, Nigeria
Open Access Copyright (c) 2025 Fatai Olakunle Ogundele, Ibiyemi Ibilola Olatunji-Bello, Adejuwon Adewale Adeneye
Creative Commons License This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Citation Format:
Abstract
This study investigated students’ awareness, participation, and commitment to sustainability initiatives across the four campuses of Lagos State University (LASU), Ojo, Ikeja, Epe, and Badagry. Data were collected from 214 randomly selected students. The data obtained were analyzed using simple percentages, tables, Pearson correlation, and One-Way ANOVA. The results obtained revealed that 49.1% of the respondents demonstrated high awareness of sustainability initiatives, with Badagry campus recording the highest awareness at 95.5%, and Ikeja the lowest at 35.6%. Furthermore, 63.1% of students indicated familiarity with LASU’s sustainability programmes, reflecting a moderate level of institutional visibility, while 48.1% rated the visibility of these efforts as high, again with Badagry leading at 95.5%. Despite these levels of awareness, only 26.6% of students strongly agreed that LASU is committed to sustainability. Among campuses, Badagry (50.0%) and Ikeja (42.2%) showed the strongest perceptions of institutional commitment. Opinions on LASU’s energy initiatives were mixed: 54.2% rated them as somewhat effective, 28.5% as very effective, and 39.3% believed the efforts were insufficient. Statistical analysis showed positive correlations between awareness and energy-saving behavior (r = 0.224, p = 0.001), as well as between awareness and intentions for future participation (r = 0.174, p = 0.011). Adoption of energy-saving behaviors varied significantly across campuses (F = 10.841, p = 0.000), while intentions to participate in future initiatives did not show significant differences (F = 2.023, p = 0.112). The result generally revealed that LASU students exhibited moderate to high levels of engagement with sustainability initiatives. The notable variations in awareness, perception, and participation across campuses, especially between Badagry and others, highlight the need for tailored, campus-specific strategies to ensure more balanced and widespread adoption of sustainable practices.
Fulltext

Article Metrics:

Article Info
Section: Original Articles
Language : EN
Recent articles
Sustainable University Strategy and Assessing Its Performance in Green Rankings Understanding Academic Transport Emissions - Insights from an Italian Medium-Size Public University AI-driven Data Analysis for Sustainable Development More recent articles
  1. Leal Filho, W., Salvia, A. L., Pretorius, R. W., Brandli, L. L., & Manolas, E. (2022). The role of higher education institutions in sustainability initiatives at the regional level. Journal of Cleaner Production, 346, 131144
  2. Abo-Khalil, A. G. (2024). Integrating sustainability into higher education challenges and opportunities for universities worldwide. Heliyon
  3. UNESCO. (2021). Education for Sustainable Development: A roadmap. United Nations Educational, Scientific and Cultural Organisation
  4. Shih, Y. H., Hsu, M. C., & Chang, C. L. (2025). Sustainability Transformations in Higher Education: Global Perspectives on The Challenges and Solutions. International Journal of Education and Humanities, 5(1), 126-139
  5. Angelaki, M. E., Bersimis, F., Karvounidis, T., & Douligeris, C. (2024). Towards more sustainable higher education institutions: Implementing the sustainable development goals and embedding sustainability into the information and computer technology curricula. Education and Information Technologies, 29(4), 5079-5113
  6. Sidiropoulos, E. (2022). The influence of higher education on student learning and agency for sustainability transition. Sustainability, 14(5), 3098
  7. Hancock, L., & Nuttman, S. (2014). Engaging higher education institutions in the challenge of sustainability: sustainable transport as a catalyst for action. Journal of cleaner production, 62, 62-71
  8. Federal Ministry of Environment. (2022). Nigeria’s Long-Term Low Emission Vision 2050. Abuja: Government of Nigeria. https://climatechange.gov.ng
  9. Arora, N., & Mishra, M. (2023). Students’ environmental awareness and sustainable behaviour: A study from Indian higher education. Sustainability, 15(4)
  10. Arora, N., & Mishra, M. (2023). Students’ environmental awareness and sustainable behaviour: A study from Indian higher education. Sustainability, 15(4)
  11. Wright, T. S. A., & Horst, N. (2022). Student perceptions of institutional commitment to sustainability in higher education. Sustainability, 14(3)
  12. Oyedele, O. A., Adeyeye, B. B., & Ogunwale, A. O. (2020). Sustainability initiatives in Nigerian universities: Challenges and opportunities for transformation. Environmental Education Research, 26(8), 1143–1159
  13. Wang, J., Yang, M., & Maresova, P. (2020). Sustainable development at higher education in China: A comparative study of students’ perception in public and private universities. Sustainability, 12(6), 2158
  14. Leal Filho, W., Salvia, A. L., Pretorius, R. W., Brandli, L. L., & Manolas, E. (2022). The role of higher education institutions in sustainability initiatives at the regional level. Journal of Cleaner Production, 346, 131144
  15. Okoro, B. O., & Musa, K. A. (2023. )Intent versus action: Exploring the Sustainability engagement gap in Nigerian tertiary institutions. Environmental Management and Education Review, 9(2), 88–103
  16. Todd, M. T. (2025). Evaluating the Perceived Effectiveness and Impacts of Outreach Practices and Engagement Initiatives of the Faculty at the Davis College of Agricultural Sciences and Natural Resources (Doctoral dissertation)
  17. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211
  18. Vohra, P., & Agrawal, S. (2024). Campus visibility and student participation in sustainability: Evidence from Indian universities. Journal of Sustainability Research, 6(1), 45–63
  19. Adenle, A. A., Iweala, E. E. J., & Oladipo, F. O. (2022). Exploring the role of cultural and religious influences in environmental sustainability in sub-Saharan Africa. Environmental Development, 41
  20. UN (United Nations) (2020). Decade of Action to deliver the Global Goals. https://www.un.org/sustainabledevelopment/decade-of-action/
  21. Adefolalu, D. O., Oladipo, E. O., & Balogun, E. E. (2022). Climate and Weather Patterns in Coastal Nigeria. Nigerian Journal of Climatology, 16(2), 45–59
  22. Ogunbanjo, A. O., Udeh, C. N., & Adekunle, M. A. (2023). Soil Profiles and Urban Development in Lagos: Implications for Land Use and Management. West African Journal of Soil Science, 12(1), 18–34
  23. Ogundele, F. O., Olatunji-Bello, I. I., & Adeneye, A. A. (2024). Students’ Knowledge and Attitudes in Behaviors about Sustainable Development Goals (SDGs) In Lagos State University, Lagos Nigeria. Journal of Sustainability Perspectives, 4, 358-374
  24. Grotenhuis, M. T., & Thijs, P. (2015). Dummy variables and their interactions in regression analysis: examples from research on body mass index. arXiv preprint arXiv:1511.05728
  25. Stockburger, D. W. (2012). Multiple regression with categorical variables. 2012. Retrieved from: http://www.psychstat.missouristate.edu/multibook/mlt08m.htm
  26. Agyeman, J., Evans, B., & Dukeshire, S. (2021). Scaling sustainability education through community engagement. Journal of Environmental Education, 52(3), 203–218
  27. Nwankwo, U. & Abdulrahman, I. (2023). Campus size and student engagement in sustainability programs. International Journal of Environmental Planning, 17(1), 56–69
  28. Adetunji, M., Adebayo, T., & Ishola, F. (2022). Sustainability practices in Nigerian higher institutions: Policy and implementation gaps. African Journal of Sustainable Development, 14(2), 88–104
  29. UNESCO. (2021). Education for Sustainable Development: A roadmap. United Nations Educational, Scientific and Cultural Organisation
  30. Bello, A., & Olowookere, T. (2020). Mainstreaming sustainability in tertiary education: A case study of Nigerian universities. Nigerian Educational Review, 29(1), 22–35
  31. Olatunji, K., & Okonkwo, H. (2024). Bridging awareness and action: The role of curriculum in sustainability literacy. Nigerian Journal of Environmental Studies, 18(1), 33–47
  32. Sterling, S., Glasser, H., & Rieckmann, M. (2022). Reimagining sustainability education in higher institutions. Sustainability Education Review, 10(4), 112–130
  33. Okonkwo, C. & Adeyemi, T. (2023). Bridging the awareness-implementation gap in Nigerian universities: A case for participatory sustainability programs. African Journal of Higher Education, 19(1), 44–59
  34. Ogbuagu, C., & Okeke, J. (2021). Higher education and sustainability in Nigeria: Institutional engagement and student perceptions. Journal of Environmental Education Research, 15(2), 67–82
  35. UNESCO. (2021). Education for Sustainable Development: A roadmap. United Nations Educational, Scientific and Cultural Organisation
  36. Akinyele, D. O., Adeoye, O., & Ogunjuyigbe, A. (2023). Renewable energy adoption in Nigerian universities: Challenges and prospects. Energy & Environment, 34(1), 75–93
  37. UNEP (2021) . UNEP-IETC 2020 Annual Report
  38. Okafor, L., & Musa, H. (2022). Youth participation in campus sustainability: Insights from Nigerian tertiary institutions. African Journal of Environmental Policy, 19(3), 33–47
  39. Nwachukwu, K., & Bello, O. (2024). Student perceptions and the credibility of university sustainability efforts in Nigeria. Journal of Higher Education for Sustainability, 11(2), 144–162
  40. Okolie, A., Yusuf, M., & Aluko, T. (2023). Student engagement in campus sustainability programs: A multi-campus case study in Nigeria. African Journal of Environmental Research, 14(2), 125–139
  41. Ajayi, O., & Chukwuemeka, U. (2021). Fostering sustainable behaviours in Nigerian universities: The role of institutional support. Journal of Sustainability Education in Africa, 7(3), 67–81
  42. UNESCO. (2021). Education for Sustainable Development: A roadmap. United Nations Educational, Scientific and Cultural Organisation
  43. Ibrahim, A. A., & Adebayo, M. T. (2022). Campus geography and sustainable practices in Nigerian universities. International Journal of Green Education, 5(3), 118–130
  44. Adegbite, F., & Omolayo, I. (2023). Solar energy in Nigerian universities: Progress, pitfalls, and prospects. Energy & Policy Review, 5(2), 110–129
  45. Ogunleye, K., Nwankwo, S., & Arowolo, E. (2024). Barriers to renewable energy adoption in Nigerian higher institutions. African Journal of Sustainable Technology, 12(1), 45–61
  46. Adebayo, M., & Ogunleye, K. (2023). Environmental awareness and sustainable practices in Nigerian universities. Journal of Environmental Education Studies, 11(1), 22–35
  47. UNESCO. (2021). Education for Sustainable Development: A roadmap. United Nations Educational, Scientific and Cultural Organisation
  48. Chukwuemeka, V. N., Oladele, A. S., & Umeh, K. (2021). Institutional drivers of environmental sustainability in higher education. Journal of African Environmental Research, 12(1), 60–73
  49. Smith, J., Davis, R., & Kim, H. (2021). Impact of campus infrastructure on energy-saving behaviors in higher education. Energy Policy, 149, 112056
  50. Jones, A., & Lee, M. (2023). The role of campus culture in promoting energy-saving behaviors among students. Environmental Management and Sustainable Development, 9(2), 78-92
  51. Brown, T., Miller, S., & Thompson, R. (2022). Individual motivations and sustainability engagement: a study of student participation in University Programs. Journal of Environmental Education, 53(4), 210-225

Last update:

No citation recorded.

Last update:

No citation recorded.