LIVED EXPERIENCES OF UNDERGRADUATE STUDENTS REGARDING RISING TEMPERATURES AND THEIR IMPLICATIONS FOR HEALTH AND WELL-BEING AT BABCOCK UNIVERSITY, OGUN STATE

Man’s action of incessant burning of fossil fuels, deforestation, urbanization, waste generation and poor environmental management is said to be responsible for rising temperatures which is linked directly (heat stroke, exhaustion, dehydration, cardiovascular stress, and respiratory problems) and indirectly (infectious diseases, mental health effects, food and water insecurity) to health and well-being. Evidence shows that atmospheric CO₂ concentration increased from ~280 ppm (pre-industrial era) to over 420 ppm by 2023, representing the highest level in at least 800,000 years. According to the Intergovernmental Panel on Climate Change (IPCC), human activities are responsible for more than 95% of observed global warming since the mid-20th century. The theories that guided this study were the “social ecological model” and “ABC Model”. Thus the need to explore the lived experiences of undergraduate students regarding rising temperatures and their implications for health and well-being at Babcock university, Ogun state, Nigeria This study adopted a phenomenological research design with 20 participants who were purposively selected and in-depth interviews (IDI) was used to source data on their lived experiences from them in their various halls of residence. Data was transcribed verbatim, coded, themed and analyzed using thematic analysis to identify key patterns, experiences, and underlying dynamics related to heat exposure among students with the software Atlas Ti, 9th edition Findings revealed that students strongly perceived rising temperatures as having significant negative effects on both their physical and mental health. Physically, participants reported symptoms such as excessive sweating, dehydration, headaches, fatigue, and heat rashes, with some noting worsening conditions like asthma. These effects were frequent and disrupted daily functioning. Mentally, students experienced irritability, stress, frustration, and difficulty concentrating. The combination of physical discomfort and emotional strain created a continuous cycle that reduced overall well-being and productivity. A major issue identified was the perceived inadequacy of university infrastructure to cope with rising temperatures. Students highlighted poorly ventilated classrooms, lack of functional cooling systems, and limited shaded areas. These conditions made learning environments uncomfortable and sometimes unbearable. Many students expressed frustration, feeling that the institution was not doing enough to address the problem. This structural limitation contributed to poor concentration, reduced motivation, and lower academic engagement. Students adopted various coping strategies to manage heat exposure. These included increased water intake, frequent bathing, wearing light clothing, using personal cooling devices, and spending time in cooler environments such as libraries. Although these strategies provided temporary relief, most students considered them insufficient and sometimes disruptive. For example, adjusting study times to cooler periods affected sleep patterns, while constantly moving to find cooler spaces reduced focus. Many students also expressed that avoiding heat was difficult, as both staying indoors and going out came with challenges. The study further showed that rising temperatures negatively affected academic performance and daily activities. Students reported difficulty concentrating in lectures, reduced study time, and occasional absenteeism. Heat also influenced daily decisions, including limiting movement, adjusting schedules, and avoiding outdoor or social activities. This led to reduced motivation, social withdrawal, and a less satisfying campus experience. These changes were largely driven by environmental conditions rather than personal choice. In conclusion, rising temperatures act as a major environmental stressor affecting students’ health, behavior, and academic outcomes. Individual coping strategies are not sufficient to address this challenge, highlighting the need for institutional interventions such as improved infrastructure, better cooling systems, increased shaded areas, and stronger student support services to create a more conducive learning environment. Keywords: Rising Temperatures; Heat Stress; Undergraduate Health; Academic Performance; Coping Strategies Word count:485