Baseline Assessment of Eco-Anxiety Among Nigerian STEM Undergraduates: Prevalence, Intensity, and Demographic Predictors for Developing Trauma-Informed Pedagogy and Counselling Interventions

Abstract

Eco-anxiety, defined as chronic psychological distress linked to awareness of environmental degradation, is an emerging mental health concern among young people globally. However, its prevalence and correlates among STEM undergraduates in African higher education contexts remain virtually undocumented. This pilot study provides a baseline assessment of eco-anxiety prevalence, intensity, and demographic predictors among STEM undergraduates at Adeyemi Federal University of Education, Ondo (AFUED), Nigeria, as foundation for developing trauma-informed climate pedagogy and counselling interventions. A cross-sectional quantitative survey design was employed with 412 STEM undergraduates (51.9% male, 46.1% female; mean age 21.4 years) drawn from a population of 500. Eco-anxiety was measured using a culturally adapted 13-item Climate Anxiety Scale (CAS; Cronbach's α = 0.88; possible range 13–65). Data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, and multiple linear regression. Using sample-relative 75th-percentile cutoffs (CAS ≥ 56), 24.8% of participants scored in the elevated range relative to the sample distribution; this is a descriptive, sample-relative index and not a clinical prevalence estimate. Female students reported significantly higher scores than males (M = 52.1 vs. 47.6, p < 0.05). Physics students reported the highest scores (M = 53.2), significantly higher than mathematics, computer science, and vocational education students (p < 0.05). Year of study correlated weakly but significantly with eco-anxiety (r = 0.18, p < 0.05), with final-year students reporting the highest scores. Prior personal experience of climate disasters (reported by 36.2% of participants) was associated with significantly higher scores (M = 53.6 vs. 47.2, p < 0.05). The regression model explained 24% of variance, with gender, year of study, prior disaster experience, and discipline as significant predictors. These single-institution findings provide preliminary baseline data directly informing the Climate-Emotional Resilience Program (CERP) and a planned multi-institution study; replication is required before national generalization.