Climate change is a pressing global challenge with profound impacts on regions like the Niger Delta, which is known for its rich biodiversity and vulnerability to environmental degradation. This paper emphasizes the importance of integrating climate change education into the secondary school chemistry curriculum in the Niger Delta to raise environmental awareness and equip students with the knowledge to contribute to mitigating climate change.

The study employed a qualitative research design, specifically a case study method, and purposively sampled 90 participants, including curriculum planners, policymakers, teachers, and students. Data were collected through semi-structured interviews and focus group discussions, aiming to address three research questions regarding the integration of climate change topics into the chemistry curriculum.

The findings revealed key insights into the reasons for, challenges of, and strategies for incorporating climate change education into chemistry instruction. These discussions highlighted the need for tailored content that aligns with the region’s environmental concerns and the significance of teacher preparedness in delivering such content effectively. The study also identified barriers such as limited resources, inadequate teacher training, and a lack of expert involvement in curriculum development.

Based on these findings, the paper recommends that curriculum planners collaborate with climate change experts to ensure accurate and relevant content, and that teachers receive specialized training to enhance their capacity to teach climate change-related topics. This approach will help foster environmental consciousness among students, empowering them to take informed actions against climate change impacts.