Asian Journal of Geographical Research

This study aimed to explore the potential of AI-driven environmental education in improving climate change awareness and promoting mitigation strategies among students in secondary schools across Southeast Nigeria. Given the increasing vulnerability of the region to climate-related challenges such as erosion, flooding, and food insecurity, it is imperative to investigate innovative educational approaches that can empower young people with relevant knowledge and action-oriented skills. The study adopted a mixed-methods design integrating quantitative surveys and qualitative focus group discussions to assess baseline knowledge, attitudes, and practices related to climate change. The population comprised secondary school students in Southeast Nigeria, with a sample of 600 students drawn from both urban and rural schools using stratified random sampling. Artificial intelligence tools such as adaptive learning platforms, environmental simulation models, and interactive digital content were introduced in selected schools as part of the intervention. Data analysis was carried out using SPSS for statistical evaluation and NVivo for qualitative insights. The study revealed that the incorporation of AI technologies into environmental education significantly enhanced students’ climate literacy and engagement. Statistical analysis showed a marked improvement in knowledge after the intervention, with urban schools recording slightly higher gains than rural schools. Qualitative findings also indicated greater student willingness to participate in community-level climate actions. The study recommended integrating AI-driven platforms into the secondary school curriculum, strengthening teacher training in digital pedagogy, and addressing infrastructural gaps to ensure equitable access across rural and urban schools.