Green Campaigns Strategies and Waste Management in Higher Educational Institutions in Nigeria

Authors

  • Azeez Sherifat Abiodun Department of Marketing Education, Federal College of Education (Technical) Author
  • Oreagba Oluwakemi Taiwo Lead City University Ibadan Author

DOI:

https://doi.org/10.59890/xp29qt23

Keywords:

Environmental Sustainability, Green Campaigns Strategies, Higher Education Institutions, Sustainable Waste Management, Waste Classification and Recycling

Abstract

he huge amount of waste produced in higher education institutions and the great difficulty of eliminating it are of great concern to school administrators in developing countries. Higher education institutions (HEIs) in developing countries face significant challenges in managing the large volumes of waste they produce, which are often beyond the capacity of their institutions’ maintenance units. Sustainable waste management practices are critical in HEIs to create a conducive learning environment. Green campaigns strategies are some of the initiatives that have become vital in promoting environmental sustainability within HEIs, leveraging their role as hubs of knowledge and innovation. This paper evaluates the effectiveness of implementing campaign  strategies such as social media campaigns, educational blog and seminars, color-coded waste bins, "cash for trash" and non-cash incentives in fostering positive waste management behaviours among students and staff in HEIs. It identifies challenges associated with these initiatives in the forms of limited financial resources and technical know-how among others, and concludes that interactive, community-engagement campaigns, provision of infrastructure, combined with strategic placement of waste bins within the campus and activities like waste classification and recycling, can significantly enhance waste management practices on campuses

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Published

2025-06-24

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How to Cite

Green Campaigns Strategies and Waste Management in Higher Educational Institutions in Nigeria. (2025). Multitech Journal of Educational Sciences (MJES), 2(2), 79-94. https://doi.org/10.59890/xp29qt23