Ghanaian college teachers’ experiences and perceptions of traditional environmental beliefs and practices: Implications for environmental education

Abstract

In recent years, there has been a call for the retrieval of indigenous knowledge systems relating to the environment to help provide solutions to current environmental problems. Using phenomenological research design, this study explored Ghanaian college teachers’ experiences and perceptions of indigenous environmental beliefs and practices and how these influence their role as environmental educators. Findings from analysis of interviews conducted indicate that some teachers are influenced by indigenous beliefs and practices that promote environmental sustainability and these influence their pedagogical practices. We recommend that training of teachers should explore their personal values, attitudes and behavior toward the environment and environmental education to promote effective teaching practices.