Integrating Urban Sustainability Education into the Curricula of Tertiary Institutions in Calabar Metropolis: Challenges and Opportunities

The study aimed to investigate the integration of Urban Sustainability Education into the curricula of tertiary institutions in Calabar Metropolis, with a particular focus on identifying existing challenges and exploring opportunities for effective implementation. The specific objectives were to identify the key challenges hindering the integration of urban sustainability education into the curricula and to explore opportunities and potential strategies for promoting such education in the University of Calabar (UNICAL) and the Cross River University of Technology (CRUTECH). A descriptive survey research design was adopted for the study. Both primary and secondary sources of data were utilized. The primary data were obtained through structured questionnaires administered to lecturers, students, and curriculum developers, while secondary data were drawn from journals, reports, and policy documents. A sample size of 120 respondents was selected using a stratified random sampling technique to ensure representation from both institutions. Findings revealed several challenges such as lack of institutional policy support, inadequate training of educators, poor funding, and limited awareness about the concept of urban sustainability. However, opportunities such as the availability of environmental science programs, partnerships with sustainability-oriented NGOs, and the rising global emphasis on sustainable development were identified. Hypothesis testing using chi-square analysis showed a statistically significant relationship between the identified challenges and the level of integration of urban sustainability education in the selected institutions. The study concluded that without deliberate and strategic efforts, urban sustainability education will remain marginal in tertiary institutions in Calabar. One key recommendation is that educational policymakers should incorporate sustainability education as a core component of tertiary curricula through curriculum review and stakeholder collaboration.