SCHOOL OF EDUCATION

UNIT: INTRODUCTION TO ENVIRONMENTAL

EDUCATION
UNIT CODE: BEM 4101
LECTURER: DR. ELIZABETH GITAU

NAME
ADM NO Sign
1. PHILOMENA NDUNGU BSNE/2025/36122 ………………..
2. SOPHIA GAKONO BSNE/2025/35771
3. SUSAN KANYARI BSNE/2025/37922 ………………..
4. LUCAS WAMBUA BSNE/2025/36368 ………………..
5. CATHERINE GIKONYO BSNE/2025/37591
6. GILIAN MWENDE BSNE/2025/35052 ………………..
7. TABITHA WAMBUI BSNE/2025/38480
8. LILY OMONDI BSNE/2025/36005 ………………..
9. LEAH NANDWA BSNE/2025/36882 ………………..
10. CATHERINE MAKAU BSNE/2025/38421
11. MARTHA MUNIU BSNE/2025/35433 ………………..

TASK: CAT 1

Q1. What is the interrelationship between environmental education and climate change

mitigation (10mks)

Q2. Discuss schools as agents of environmental sustainability (10mks)

QUESTION 1

WHAT IS THE INTERRELATIONSHIP BETWEEN ENVIRONMENTAL

EDUCATION AND CLIMATE CHANGE MITIGATION? (10 mks)

Environmental education empowers individuals with the knowledge, skills, and motivation to
understand and address climate change, fostering sustainable practices and promoting
climate-friendly behaviors. Conversely, addressing climate change requires effective
environmental education to build a more resilient and sustainable society. The
interrelationship between environmental education and climate change mitigation is strong
and multi-dimensional because it plays a critical role in:

(i) Awareness and understanding: Environmental education provides scientific understanding

of climate change—its causes like green house gas emissions, impacts for instance drought,
floods, rising sea levels and possible solutions. The knowledge empowers individuals and
communities to take informed action in reducing emissions and adapting to changes.
Teaching about renewable energy encourages future choices that reduce reliance on fossil
fuels.

(ii) Fostering behavior change. Effective environmental education goes beyond knowledge
transfer; it aims to shape attitudes and behaviors that support climate mitigation. By
promoting sustainable lifestyles, encouraging responsible consumption patterns, and fostering
a sense of stewardship for the environment. It can drive individuals and collective action. For
example, education can promote the adoption of...

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renewable energy sources, energy conservation and waste reduction according to the global
campaign for education. Communities with strong environmental values tend to support
policies banning deforestation or plastic pollution.

(iii) Building capacity for climate action. Environmental education equips individuals with
the knowledge and skills needed to adapt to the impacts of climate change and contribute to
mitigation efforts. It can foster the development of green technologies and sustainable
practices, promoting innovation and entrepreneurship in the field of climate change. By
training professionals in relevant fields such as renewable energy and sustainable agriculture,
it contributes to the development of a green economy. For instance, a school programme
teaching waste management can lower methane emissions from land fields.

(iv) Enhancing resilience. Environmental education can enhance community resilience to

climate change impacts by promoting disaster preparedness and adaptive capacity. It can
empower communities to develop and implement local solutions to address climate-related
challenges. By fostering a sense of collective responsibility and community engagement, it
can strengthen social networks and promote collaborative actions. For example, training
farmers in climate-smart agriculture reduces emissions and enhances resilience to changing
weather.

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(v) Addressing climate-related emergencies. Environmental education can help communities

prepare for and respond to climate-related emergencies such as floods, droughts and heat
waves. It can raise awareness about the risks associated with these events and promote the
adoption of preventative measures. By educating individuals about early warning systems and
emergency response procedures, it can help minimize the loss of life and property. For
instance, youth environmental groups can advocate for climate policies at local and national
levels.

In conclusion, environmental education raises awareness, shapes values, builds skills and
inspires action that directly and indirectly supports climate change mitigation. Without
education, mitigation efforts lack the human drive and informed participation needed for long
term success.

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QUESTION 2 DISCUSS SCHOOLS AS AGENTS OF ENVIRONMENTAL

SUSTAINABILITY. Schools play a vital role in promoting environmental sustainability by
educating students about the importance of protecting the environment and fostering eco-
friendly behaviours. Here are some of the ways in which schools can act as agents of
environmental sustainability:

(i) Environmental education (a) Integration into the curriculum Environmental education is
incorporated into the curriculum through various subjects such as science, social studies and
arts.

(b) Practical activities Schools provide opportunities for students to participate in practical
activities such as gardening, recycling and conservation projects such as planting of trees.
(ii) Sustainable Practices (a) Reduce, Reuse, Recycle Implementation of recycling programs,
reduction of waste and reuse of materials are encouraged as part of learning.

(b) Energy efficiency Schools promote energy efficient practices such as turning off lights
and electronics when not in use. Learners are also taught about fuel conservation methods
such as use of energy saving bulbs, energy saving jikos, solar energy and renewable sources
of energy such as use of biogas.

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(c) Water Conservation Encourage water conservation practices such as fixing leaks and
using rain water harvesting systems, turning off taps when brushing teeth, using low flow
shower heads and toilets, educating students on water saving habits and use of native or
drought resistant plants in landscaping.

(iii) Role Modelling School administrators and teachers can model environmentally
sustainable behaviors and practices by: (a) Being partners and initiating projects such as soil
conservation measures and planting of trees. They can also encourage students to take
ownership of environmental sustainability efforts and inspire them to make a positive impact.

(b) School administrators can implement green policies such as banning burning of waste,
promoting bicycle riding or ensuring proper sanitation.

(iv) Creating awareness in the community. Through projects, clubs e.g. environmental or
wildlife clubs and outreach activities, schools act as centres of community awareness.
Learners often carry what they learn about the environment to their homes and
neighbourhood, becoming ambassadors of change in their communities.

(v) Partnerships and projects. Schools may partner with environmental organisations,
government agencies or non-governmental organisations for planning, tree planting, clean-
ups and sustainability projects.

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  Such partnerships enhance experiential learning and connect students with broader
environmental efforts.

(vi) Promoting eco-friendly practices. Schools model sustainable practices by: (a) Managing
waste through recycling and composting. (b) Encouraging tree planting and school gardens.
(c) Using energy-saving devices and conserving water. (d) Reducing single use plastics and
promoting clean environment.

 These practices offer learners hands-on experience in sustainability and encourage life
long eco-conscious habits.
 By embracing environmental sustainability schools can empower students to become
responsible stewards of the environment and contribute to a more sustainable future.
By integrating sustainability into learning, modelling eco-friendly behaviours and
engaging communities, schools play a vital role in fostering a sustainable future.

References:

Online sources

 MKU Unit Module