The important role of sustainable education and energy literacy as a tool for advancing
decarbonisation and the United Nations Sustainable Development Goals (SDGs) has been
transcribed in multiple national policy visions and guidelines in Nigeria. Despite this
increasing recognition, however, the implementation and delivery of sustainable education
(SE) and energy literacy programs remain stunted by a wide range of legal, policy and
implementation challenges. While several studies have compiled the importance of energy
literacy and SE , a comprehensive examination of the practical challenges that hinder
implementation of clean energy education including SE and energy literacy in developing
country contexts such as Nigeria remains sparse in the literature. This article aims to fill a gap
in this regard. This article contributes to the literature on strategies to address citizens' low
capabilities and skills to advance eco-entrepreneurial ventures that promote decarbonization,
sustainable development which contribute to the advancement of climate action and low
carbon transition plans. Policy, legal, institutional and governance challenges that arise with
the design and implementation of clean energy education including SE and energy literacy in
Nigeria are examined in order to identify the ways in which a comprehenisive governance
framework on SE and energy literacy can help close these gaps. Drawing comparative lessons
from high performing countries with superior Environmental Performance Index (EPI) such
as the United Kingdom with an EPI score of 77.70 while Nigeria has a low score of 28.30,
this article suggests that the elaboration of coherent national strategy on clean energy
education; a dedicated budgetary allocation for integrating sustainable education into the
educational curriculum and research; reform of the existing laws to ensure coherent
implementation of clean energy education; and the designation of focal clean energy literacy
units at higher education institution are significant steps towards improving the development
and implementation of energy literacy programs in Nigeria.
Eco-entrepreneurship Energy Literacy Sustainable Education Sustainability Awareness Energy Decarbonization Decentralization
How to Cite
Ilesanmi, J., Ilugbusi, S., & Anwana, E. (2026). Promoting Energy Literacy For Decarbonization and Sustainable Development in Nigeria: Current Challenges and Future Directions. Journal of Sustainable Development Law and Policy (The), 17(3), 344–369. https://doi.org/10.4314/jsdlp.v17i3.14
Josephine Ilesanmi
Segun Ilugbusi
Emem Anwana
The important role of sustainable education and energy literacy as a tool for advancing
decarbonisation and the United Nations Sustainable Development Goals (SDGs) has been
transcribed in multiple national policy visions and guidelines in Nigeria. Despite this
increasing recognition, however, the implementation and delivery of sustainable education
(SE) and energy literacy programs remain stunted by a wide range of legal, policy and
implementation challenges. While several studies have compiled the importance of energy
literacy and SE , a comprehensive examination of the practical challenges that hinder
implementation of clean energy education including SE and energy literacy in developing
country contexts such as Nigeria remains sparse in the literature. This article aims to fill a gap
in this regard. This article contributes to the literature on strategies to address citizens' low
capabilities and skills to advance eco-entrepreneurial ventures that promote decarbonization,
sustainable development which contribute to the advancement of climate action and low
carbon transition plans. Policy, legal, institutional and governance challenges that arise with
the design and implementation of clean energy education including SE and energy literacy in
Nigeria are examined in order to identify the ways in which a comprehenisive governance
framework on SE and energy literacy can help close these gaps. Drawing comparative lessons
from high performing countries with superior Environmental Performance Index (EPI) such
as the United Kingdom with an EPI score of 77.70 while Nigeria has a low score of 28.30,
this article suggests that the elaboration of coherent national strategy on clean energy
education; a dedicated budgetary allocation for integrating sustainable education into the
educational curriculum and research; reform of the existing laws to ensure coherent
implementation of clean energy education; and the designation of focal clean energy literacy
units at higher education institution are significant steps towards improving the development
and implementation of energy literacy programs in Nigeria.