This study examined the perceptions of university undergraduates in South-West Nigeria on the introduction and implementation of climate change education. It employed a descriptive survey design, and was able to collect data from a large, representative sample of university undergraduates. The study used a combination of purposive and random sampling techniques to select a total of 171 participants out of 317 Geography Education students. A broad representation of institutions in the region was maintained and an unbiased selection process within the targeted departments. Data was collected through a structured questionnaire disseminated via Google Forms, chosen for its efficiency in reaching a wide number of participants across multiple institutions. Data analysis primarily employed quantitative methods, using descriptive statistics. The findings of the study revealed the critical role of education in addressing climate change challenges, aligning with UNESCO's Climate Change Education for Sustainable Development program. Some of the recommendations include; institutional prioritization of climate change education by allocating more resources and integrating it more fully across all disciplines; developing more discipline-specific climate change content and applications; investment by universities in up-to-date teaching resources and materials for climate change education; Climate change education should be included in the curricula for both primary and secondary schools because of the many benefits it may have on all students. The study's outcomes can inform policy decisions and educational practices, potentially leading to more effective integration of climate change education in Nigerian higher education institutions and secondary schools.