A Theoretical Inquiry into Faculty In-Service Training and Academic Performance of Environmental Education Students in South-South Nigeria

Abstract: This study conceptually explored a theoretical inquiry into faculty in-service training and academic performance of environmental education (EE) students in South-South Nigeria. In-service training plays an important role in enhancing the teaching quality of faculty, which, in turn, influences the academic success of their students. This qualitative exploration aims to examine the availability, design, and effectiveness of in-service training programs for EE faculty in the region. Through the review of relevant literature and analyzing educational policies and reports, this study sought to identify how these programs impact teaching methodologies, subject knowledge, and student outcomes. The research highlighted the challenges faced by faculty, such as insufficient resources, inadequate training programs, and socio-economic factors that affect their ability to deliver quality education. Furthermore, it examined how in-service training programs can mitigate these challenges and improve academic performance. In conclusion, there is need for stronger policy on availability, and effectiveness of in-service training programs to support faculty professional development in South-South Nigeria, contributing to the overall educational advancement of EE students. It is recommended the Nigerian University Commission (NUC) that they mandate standardized and periodic in-service training programs across universities in South-South Nigeria to ensure consistency in teaching quality and improved academic outcomes in EE.