The Role Of Educational Psychologists In Promoting Sustainable Practices In Urban Schools: A Case Study Of Lagos State, Nigeria

This study examines how educational psychologists foster sustainable behaviours and attitudes among students and teachers in Lagos State, Nigeria, a region facing significant environmental challenges, such as pollution, flooding, and waste management issues, which directly impact urban schools. The aim is to explore how educational psychologists foster sustainable behaviours and attitudes among students and teachers. Despite the pressing environmental concerns in Lagos schools, sustainability initiatives remain limited, primarily due to psychological barriers like cognitive dissonance and the diffusion of responsibility, which hinder the adoption of eco-friendly behaviours. Through targeted interventions, teacher support, and curriculum development, educational psychologists can address these barriers and cultivate a culture of environmental responsibility. Successful initiatives, such as the Green Schools Initiative and Eco-Clubs, illustrate the positive impact of these efforts. The review concludes with recommendations for educational psychologists to take a more active role in supporting sustainable educational policies and integrating culturally relevant content to enhance student engagement. This approach will better equip future generations with the knowledge and skills necessary to address the global climate crisis.