CHALLENGES

Climate change presents significant threats to human and environmental systems, with impacts including rising temperatures, flooding, drought, biodiversity loss, and declining agricultural productivity. While a variety of adaptation strategies exist, adoption rates remain relatively low, often due to social, institutional, and psychological barriers rather than a lack of available
measures. This study helps to investigate the underlying factors that hinder individuals from adopting climate change adaptation strategies, with particular focus on psychological, social, financial, institutional, and sociocultural barriers. A structured questionnaire was administered to 160 respondents in Benin City, and the data were analyzed using SPSS for reliability, descriptive statistics, and correlation analysis. The reliability of the instrument used for this study is 0.867. The result revealed that a majority of respondents are aware of climate change adaptation strategies and understand their potential impacts. Contrary to expectations, insufficient finance and sociocultural beliefs were not identified as significant barriers, as most respondents demonstrated that finance was not a barrier to them and cultural openness to adaptation measures. Institutional and government-related barriers were minimal, though concerns about unclear policies and low trust in government initiatives were noted. Psychological barriers, such as low self-efficacy and skepticism toward expert advice, emerged as moderate obstacles, influencing perceptions of responsibility and individual action. Correlation analysis showed a negative relationship between age and education with climate change awareness, while awareness was positively associated with psychological barriers. Therefore, people in the study area have little challenges in term of awareness, finances, institutional, psychological and
sociocultural barriers in adopting climate change adaptation strategies. . However, climate literacy should be integrated into curricula and supported by media and community-based outreach so as to increase awareness.

The study examined classroom management challenges encountered by student-teachers during teaching practice exercise in secondary schools in Edo State. Four research questions guided the study. The descriptive survey design was adopted, a sample of 160 students were randomly selected from a population of 800 in the Faculty of Education, University of Benin. Data was collected using a structured questionnaire titled Classroom Management Challenges for Student-Teachers (CMCQST), analysis was done using mean and standard deviation. The findings revealed that student-teachers experience different classroom management challenges such as student indiscipline, lack of engagement, and difficulties in managing large class sizes. Prevalent types of challenges included time management issues, short student attention spans, disruptive behaviour, and difficulties in addressing diverse learning needs. The study also showed that mentor teachers and university supervisors play a significant role in mitigating these difficulties by providing practical advice and constructive feedback. Furthermore, student-teachers coped with classroom management problems by employing strategies such as reinforcement, adjusting lesson plans, seeking advice, and varying instructional activities