Understanding local communities' willingness to participate in environmental restoration activities can help assess the level of volunteerism that can be expected for restoration projects. This study ascertained local communities' perception of the importance of non-market ecosystem services, the impact of illegal mining on ecosystem services, and their likeliness to participate in restoration of degraded lands resulting from illegal mining. Fifty respondents each were purposefully selected from three mining communities (Ntakam, Asawinso No.1 and Nkatieso) in a survey. Analysis of variance (ANOVA) tests results indicated there were no difference in views of respondents regarding the importance of forest for various non-market services. Illegal mining activities were identified as the cause of environmental problems such as water pollution, deforestation, poor soil fertility and limited access to land for agriculture productivity. Majority of respondents across the three communities indicated that forest is very important for non-market environmental services. Logistic regression results indicated that factors that affect likeliness to participate in restoration financing included income, embracing non-market ecosystem services as important, confidence in PES schemes and positive value motivation for restoration (altruistic, use and bequest values).

Any program intended to equip the populace, particularly young people, to combat climate change and its repercussions must include education. As crucial stakeholders in education, teachers have the primary responsibility of preparing young people to deal with the effects of climate change. In two districts of Ghana’s Bono region, the study assessed SHS teachers’ viewpoints on climate change and their willingness to include climate change concerns in classes. The degree to which climate change was incorporated into the syllabi of selected disciplines was also assessed. For this study, data was collected from a hundred (n = 100) SHS teachers from 10 of the 15 schools in the study area using a simple random sampling method. The Pearson chi-square test was used to examine the association between the subject content and teachers’ desire to teach climate change. The data were analyzed using SPSS (v25). The findings demonstrated that teachers’ readiness to educate about climate change was influenced by the subjects they taught. Subjects that were not science-based provided little information on climate change to teachers. Climate change is addressed in many areas in Integrated Science and Social Studies, and it is a core topic for all students. Climate change should be taught using an interdisciplinary approach, and in-service training for teachers could be beneficial.