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Effect of E-Waste Health Education on Knowledge of E-Waste-Related Health Risks among University Students in Nigeria

Abstract

Electronic waste (e-waste) has become an important environmental and public health concern in Nigeria because the increasing use and disposal of electronic devices may generate hazardous materials capable of affecting human health and the environment. Improper handling, dismantling, burning, storage, and disposal of discarded electronic equipment may expose individuals to hazardous substances, including heavy metals and other toxic chemicals. University students may encounter e-waste through household disposal, informal collection and recycling activities, electronic-device replacement, repair activities, and exposure within their communities. However, limited awareness of the health hazards associated with inappropriate e-waste handling may reduce students' ability to recognize and prevent exposure. E-waste health education provides an opportunity to improve knowledge of e-waste sources, exposure pathways, potential health effects, safe handling, and appropriate disposal practices. Against this background, this study investigates the effect of e-waste health education on knowledge of e-waste-related health risks among university students in Nigeria. The study will be anchored on the Health Belief Model, Environmental Health Literacy Framework, and Social Cognitive Theory. The Health Belief Model explains how students' perceptions of susceptibility to e-waste-related health effects, perceived severity, perceived benefits of safe e-waste management, perceived barriers, and cues to action may influence their understanding and response to e-waste hazards. The Environmental Health Literacy Framework emphasizes the ability to access, understand, evaluate, and use environmental health information to recognize risks and make informed decisions. Social Cognitive Theory emphasizes observational learning, environmental influences, self-efficacy, reinforcement, and practical skills in developing appropriate environmental health behaviours. Collectively, these theoretical perspectives provide a suitable framework for explaining how e-waste health education may influence knowledge of e-waste-related health risks among university students in Nigeria. The study will adopt a quantitative quasi-experimental or analytical cross-sectional research design. The study population will comprise undergraduate and postgraduate students aged 18 years and above enrolled in selected public and private universities across Nigeria. A multistage sampling technique will be used to select geopolitical zones, states, universities, faculties or departments, levels of study, and eligible students. E-waste health education will be assessed using indicators such as exposure to educational sessions, frequency and duration of education, information on e-waste sources, hazardous components, exposure pathways, health effects, environmental contamination, safe handling, appropriate disposal, recycling, occupational exposure, household exposure, and available e-waste management regulations. Knowledge of e-waste-related health risks will be assessed using indicators such as identification of common e-waste sources, recognition of hazardous materials, understanding of exposure pathways, awareness of respiratory risks, skin and eye effects, neurological effects, reproductive and developmental risks, potential effects of heavy-metal exposure, risks associated with open burning and informal recycling, environmental contamination, vulnerable populations, and appropriate protective measures. Data will be collected using structured questionnaires, standardized environmental health knowledge assessment tools, scenario-based risk-identification questions, and relevant university environmental-health programme records. Descriptive statistics will be used to summarize students' characteristics, sources of environmental health information, exposure to e-waste education, and baseline knowledge of e-waste-related health risks. Inferential statistical techniques, including chi-square tests, t-tests, correlation analysis, and logistic or multiple regression analysis where appropriate, will be used to determine the effect of e-waste health education on knowledge of e-waste-related health risks. Where a quasi-experimental design is adopted, knowledge scores before and after the educational intervention may be compared with those of a comparison group to determine changes associated with the intervention. Diagnostic tests will also be conducted to assess the reliability, validity, and robustness of the findings. The study is expected to find that e-waste health education has a significant positive effect on knowledge of e-waste-related health risks among university students in Nigeria. Students exposed to structured and practical e-waste health education are expected to demonstrate greater knowledge of e-waste hazards than students without comparable exposure. Education may improve students' ability to identify hazardous electronic waste, understand exposure pathways, recognize health effects associated with unsafe handling and disposal, and distinguish safer waste-management practices from harmful practices such as open burning and unsafe dismantling. Practical education may also increase students' awareness of vulnerable populations and the importance of appropriate collection, recycling, and disposal systems. However, limited access to credible environmental-health information, low awareness of formal e-waste management systems, informal recycling practices, inadequate waste-management infrastructure, and limited enforcement of environmental regulations may constrain students' knowledge and application of e-waste safety information. The study therefore expects accessible, evidence-based, practical, and continuously reinforced e-waste health education to contribute significantly to improved knowledge of e-waste-related health risks among university students in Nigeria. The study is expected to contribute to the literature on e-waste and public health, environmental health education, environmental health literacy, electronic waste management, toxic exposure prevention, university health, occupational and environmental health, and public health in Nigeria. The findings will provide useful information to the Federal Ministry of Health and Social Welfare, Federal Ministry of Environment, National Environmental Standards and Regulations Enforcement Agency, universities, environmental health officers, public health practitioners, waste-management authorities, recycling organizations, student organizations, development partners, and policymakers regarding strategies for improving awareness of e-waste-related health risks. The study will also provide evidence-based recommendations for integrating e-waste health education into university environmental-health programmes, strengthening environmental health literacy, promoting safe e-waste collection and disposal, increasing awareness of hazardous exposure pathways, improving collaboration between universities and waste-management authorities, and strengthening policies aimed at reducing health risks associated with improper e-waste management in Nigeria.

Keywords: E-waste health education, e-waste-related health risks, electronic waste, environmental health literacy, university students, hazardous waste, toxic exposure, waste management, environmental health, Nigeria, public health.