Abstract
This study investigates the role of library professionals in South-East Nigeria as climate
educators and providers of climate-related information services. It explores how
institutional type, years of service, and policy frameworks influence their effectiveness.
Grounded in Social Learning and Socio-Cultural Learning theories, the research adopts a
mixed-methods design. A total of 350 librarians were randomly selected and surveyed
using validated Likert-scale questionnaires, complemented by semi-structured interviews
and analysis of regional climate policy documents. Quantitative data were analyzed
through ANOVA, regression, and descriptive statistics, while qualitative insights were
thematically examined. Reliability was confirmed with Cronbach's alpha above 0.80.
Findings reveal that librarians' engagement in climate education (mean = 3.43, SD = 0.62)
and climate information services (mean = 3.36, SD = 0.65) is moderate. Significant
differences emerged across institutional types (F = 5.21, p < 0.01) and professional
experience levels (F = 4.38, p < 0.01), indicating that the field is still evolving. Policy
exposure and strength showed positive correlations (F = 12.21, p < 0.01), underscoring the
moderate impact of policy integration on climate education roles. The study aligns with
global scholarship emphasizing the need to internalize librarians' contributions to climate education, strengthen policy frameworks, and provide structured training and resources. By combining practitioner perspectives with policy analysis, it highlights librarians as vital
yet under-recognized actors in fostering eco-literacy and resilience. Importantly, it fills a
gap in African scholarship, positioning Nigerian librarians as key facilitators of climate
awareness and sustainable community engagement.
Keywords: Climate education; Librarianship; Policy frameworks; Eco-literacy; Nigeria;
Mixed-methods research
Publication Date: 2026-02-05