Introduction

Social-Emotional Learning (SEL) has its roots in progressive educational movements that sought to address not only the intellectual but also the emotional and social dimensions of learning. The concept of SEL emerged formally in the 1990s through the work of organizations like the Collaborative for Academic, Social, and Emotional Learning (CASEL). CASEL defines SEL as “the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions” (CASEL, 2020). Historically, education was seen primarily as a vehicle for intellectual development, with a narrow focus on academic achievement. However, by the late 20th century, researchers and educators began to recognize the importance of fostering emotional intelligence, resilience, and interpersonal skills alongside cognitive skills. Goleman (1995) popularized the term “emotional intelligence,” highlighting its role in personal and professional success. His work aligned with broader calls for education systems to prepare students not just academically but holistically, equipping them with life skills necessary for navigating complex social environments. In contemporary education, SEL has gained significant traction as schools and policymakers recognize the interconnectedness of emotional well-being and academic performance. Studies have shown that students who participate in SEL programs demonstrate improved academic outcomes, better emotional regulation, and stronger interpersonal relationships (Durlak et al., 2011). This shift reflects a broader understanding of education as a means to nurture the “whole child,” focusing on social, emotional, and ethical dimensions alongside cognitive learning.

In Nigeria, the integration of SEL into curriculum development is still in its nascent stages, but it is gaining recognition due to the country’s unique socio-cultural and educational challenges. Nigerian educators are increasingly advocating for SEL, particularly as the nation grapples with issues such as poverty, insecurity, and inequities in the education system. These challenges often result in psychological stress for students, underscoring the need for an education system that addresses emotional and social resilience. Dr. Uchenna Nwosu, a Nigerian educational psychologist, argues that “education in Nigeria must transcend rote memorization and academic rigor; it should include culturally relevant SEL strategies that teach empathy, conflict resolution, and collaborative problem-solving” (Nwosu, 2021). Nigerian classrooms, particularly in under-resourced areas, often lack the resources to address students’ emotional needs. However, educators are beginning to recognize the role SEL can play in reducing bullying, improving teacher-student relationships, and fostering a sense of belonging in schools.

At its core, SEL is about humanity. That is helping individuals become more self-aware, empathetic, and connected to others. It reminds us that education is not just about preparing students for the workforce but also about nurturing compassionate and emotionally intelligent citizens. For example, a Nigerian teacher in a rural school might integrate SEL by creating safe spaces where students can express their feelings, share their fears, and learn to work collaboratively on community-focused projects. Such initiatives humanize education by validating students lived experiences and fostering a sense of agency. Research shows that when SEL is embedded into education, it promotes equity and inclusion. Nigerian educators have called for context-specific SEL frameworks that reflect the nation’s cultural diversity. For instance, traditional Nigerian values such as Ubuntu, “I am because we are”—align with SEL principles of empathy and community interconnectedness. As noted by Okafor and Adebayo (2022), “A culturally grounded SEL approach in Nigeria can leverage local proverbs, storytelling, and communal practices to teach emotional intelligence and social responsibility.” The evolution of SEL reflects a growing recognition of the importance of educating the whole child. As Nigerian educators explore holistic learning approaches, SEL offers a promising framework for addressing the country’s educational challenges while fostering emotionally intelligent, empathetic, and resilient learners. By grounding SEL in Nigerian cultural values and lived realities, educators can create a curriculum that is not only effective but also deeply humanizing. 

Holistic education is an approach that seeks to develop all aspects of a learner—intellectual, emotional, social, physical, artistic, creative, and spiritual. It places emphasis on creating well-rounded individuals who are not only academically proficient but also emotionally intelligent and socially responsible. Across the globe, holistic education has been increasingly recognized as a critical framework for addressing the complexities of modern-day challenges in education and society at large. In many parts of the world, traditional education systems that focus primarily on cognitive and academic skills are being reimagined to include frameworks that nurture the “whole child.” This shift is driven by a growing understanding that emotional well-being, interpersonal skills, and ethical values are integral to a student’s success in life and society. According to Miller (2019), holistic education “inspires a sense of wholeness in learners, connecting their personal experiences to the wider world, and fostering a balance between intellectual development and emotional growth.” For example, Finland is often cited as a global leader in holistic education. Its education system emphasizes student autonomy, creativity, and collaboration rather than rigid testing regimes. SEL is seamlessly integrated into the Finnish curriculum, where teachers are trained to prioritize emotional well-being alongside academic achievement (Sahlberg, 2015). This approach has contributed to Finland’s high student satisfaction and success rates, proving the efficacy of holistic education in practice.

Similarly, in New Zealand, the Te Whāriki early childhood curriculum adopts a holistic framework that centers on the child’s overall well-being, identity, and relationships. It recognizes the importance of cultural context and integrates Indigenous Māori values such as whanaungatanga (relationships) and manaakitanga (care and compassion) into teaching practices (Carr & May, 2019). These international examples underscore the adaptability of holistic education models to diverse cultural and societal settings.

In Nigeria, educators are increasingly advocating for the integration of Social-Emotional Learning (SEL) as a key component of holistic education. Nigerian classrooms, particularly in public schools, often face challenges such as overcrowding, limited resources, and the socio-economic stressors that many students bring with them. These realities highlight the need for an educational approach that goes beyond academics to address the emotional and social needs of learners. According to Akinola and Bello (2022), “Nigerian students grapple with issues such as bullying, trauma, and a lack of supportive learning environments. Incorporating SEL into the curriculum can help them develop emotional resilience, empathy, and collaboration skills, which are essential for both personal and academic success.” By focusing on SEL as part of holistic education, Nigerian educators aim to create learning environments that are culturally relevant and responsive to the needs of their students.

While international models like Finland and New Zealand offer valuable insights into holistic education, Nigerian educators emphasize the importance of tailoring these frameworks to local contexts. For instance, many traditional African educational practices already embody holistic principles, such as communal learning, storytelling, and moral education. As Okeke and Adeyemi (2023) note, “Nigerian educators can draw upon indigenous frameworks, such as Ubuntu, which emphasizes interconnectedness and mutual respect, to enrich SEL and holistic education efforts.” Incorporating local values and practices ensures that holistic education is not seen as a foreign import but as a natural extension of Nigeria’s cultural heritage. For example, proverbs and folktales, which are central to Nigerian oral traditions, can be used to teach empathy, conflict resolution, and community responsibility—key components of SEL.

Internationally, SEL is increasingly recognized as a cornerstone of holistic education because of its proven benefits across diverse educational settings. For example, a meta-analysis by Durlak et al. (2011) found that SEL programs not only improve students’ emotional and social skills but also enhance academic performance by an average of 11 percentile points. This evidence has spurred global efforts to integrate SEL into education systems, from the United States to India, where SEL is being adapted to suit local cultural contexts. In Nigeria, the relevance of SEL is particularly pronounced in addressing challenges such as youth unemployment, crime, and social inequality. Holistic education that includes SEL can equip students with the critical thinking, teamwork, and emotional regulation skills needed to navigate these challenges and contribute positively to society.

Objectives of the Study

The objectives of this study are threefold: first, to examine the perceptions of Nigerian educators on the importance of integrating SEL into curriculum development; second, to identify the challenges hindering SEL implementation; and third, to explore SEL’s potential in addressing cultural and social challenges in Nigerian education. These objectives guide the research questions and methodology, providing a clear framework for the study

Education in Nigeria has long been at the center of national development efforts. However, the system largely emphasizes cognitive and academic achievement, often sidelining emotional, social, and ethical dimensions of learning. As Nigerian educators and policymakers begin to explore holistic education approaches, Social-Emotional Learning (SEL) emerges as a critical framework for addressing gaps in the current curriculum and fostering the development of well-rounded learners. To fully understand the potential of holistic education in Nigeria, it is essential to examine the current curriculum framework and the historical context of the country’s educational development.

The Nigerian educational curriculum, particularly at the basic and secondary levels, is guided by the National Policy on Education (NPE), which outlines the goals and objectives of education in the country. The NPE emphasizes the development of individuals who are “self-reliant,” “morally sound,” and “patriotic” (Federal Ministry of Education, 2014). However, the implementation of this vision has been heavily skewed toward academic instruction, with little focus on social-emotional development or the cultivation of critical life skills. The Universal Basic Education (UBE) program, which seeks to provide free and compulsory education for all Nigerian children, integrates subjects such as mathematics, English, science, and civic education. While civic education and religious studies touch on moral and ethical values, there is limited structured emphasis on SEL competencies such as empathy, emotional regulation, and interpersonal skills (Adebayo & Oluwafemi, 2022). Nigerian educators have expressed concern about the lack of alignment between the curriculum and the socio-emotional needs of learners. Many students face challenges such as bullying, trauma, and socio-economic stressors, yet the curriculum does not adequately address these realities. As Uchenna and Bello (2021) note, “the current curriculum focuses on cognitive outcomes but neglects the emotional and social dimensions of learning, which are crucial for holistic development.”

The historical evolution of education in Nigeria provides insight into why the current curriculum lacks a holistic perspective. Education in pre-colonial Nigeria was informal and community-based, with a strong emphasis on values, character development, and practical skills. Indigenous education systems, such as those practiced by the Yoruba, Igbo, and Hausa communities, were holistic by nature, integrating moral instruction, social responsibility, and vocational training (Fafunwa, 1974).

Colonial rule introduced Western-style education, which prioritized literacy and numeracy to serve the administrative needs of the colonial government. This system de-emphasized traditional values and neglected emotional and social development, focusing instead on rote learning and academic performance (Taiwo, 1980). Post-independence efforts to reform the education system sought to adapt it to Nigeria’s cultural and developmental needs, but many challenges persisted, including the marginalization of local knowledge systems and an over-reliance on Western frameworks. By the late 20th century, Nigeria’s education system began to incorporate elements of moral and civic education to address societal issues such as corruption and declining social values. However, these efforts were typically reactionary, lacking a cohesive framework for integrating SEL into the curriculum. As a result, Nigerian education has remained largely fragmented, with little emphasis on the holistic development of learners (Okonkwo & Adeyemi, 2023).

The integration of SEL into Nigeria’s curriculum represents a return to the holistic principles that characterized traditional education systems. SEL focuses on developing five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (CASEL, 2020). These competencies align closely with the values of empathy, resilience, and community interconnectedness that are deeply embedded in Nigerian culture. Educators in Nigeria are increasingly advocating for the inclusion of SEL in the curriculum to address contemporary challenges such as youth unemployment, violence, and mental health issues. For instance, SEL can help students develop critical thinking and collaboration skills that are essential for navigating Nigeria’s complex socio-economic landscape. As Nwosu (2022) highlights, “a holistic education approach that integrates SEL can empower Nigerian students to thrive academically, socially, and emotionally, preparing them to contribute meaningfully to society.”

Despite its potential, the integration of SEL into Nigeria’s curriculum faces several challenges, including inadequate teacher training, limited resources, and a lack of awareness among stakeholders. Many teachers are not trained to deliver SEL content, and schools often lack the infrastructure to support holistic education initiatives. Additionally, the high-stakes nature of national examinations, such as the West African Senior School Certificate Examination (WASSCE), reinforces a narrow focus on academic performance (Adebayo & Oluwafemi, 2022). However, there are opportunities to leverage existing structures and cultural practices to promote SEL. For example, storytelling, which is a central feature of Nigerian oral traditions, can be used to teach empathy, conflict resolution, and social responsibility. Similarly, communal learning practices, such as group tasks and peer mentoring, can help students build interpersonal skills and a sense of belonging.

Holistic education, which seeks to nurture the intellectual, emotional, social, and ethical dimensions of learners, is increasingly being recognized as essential for addressing the multifaceted challenges faced by students in Nigeria. However, despite its promise, the implementation of holistic learning approaches, particularly Social-Emotional Learning (SEL), faces several pedagogical challenges within the Nigerian educational landscape. These challenges stem from systemic issues, cultural dynamics, and resource limitations that impede the development of well-rounded learners equipped for contemporary societal demands.

The Nigerian education system is heavily focused on cognitive outcomes, as evidenced by its reliance on high-stakes examinations such as the West African Senior School Certificate Examination (WASSCE) and the Unified Tertiary Matriculation Examination (UTME). These assessments prioritize academic subjects like mathematics, science, and English, with little attention given to SEL competencies such as empathy, emotional regulation, and teamwork. This “exam-centric” culture places pressure on teachers to emphasize rote learning and memorization, leaving little room for the inclusion of holistic teaching practices (Adebayo & Oluwafemi, 2022). As a result, many teachers and schools view SEL as an “added burden” rather than an integral component of learning. According to Nwosu (2021), “the current curriculum framework is designed to produce students with strong academic credentials but neglects the emotional and social skills they need to thrive in life and work.” This imbalance undermines the goals of holistic education by sidelining the development of non-academic skills that are essential for personal and societal well-being.

A significant challenge in implementing holistic education in Nigeria is the lack of teacher preparation and professional development in SEL and related approaches. Most teacher training programs in Nigeria focus on subject-matter expertise and traditional instructional methods, with minimal emphasis on the social-emotional aspects of teaching. Consequently, many educators lack the skills and confidence to integrate SEL into their classrooms effectively (Uchenna & Bello, 2021). For example, SEL requires teachers to model emotional intelligence, facilitate discussions about feelings, and resolve conflicts constructively—skills that many educators were never trained to develop. Additionally, the large class sizes common in Nigerian schools make it difficult for teachers to provide the individualized attention needed to foster SEL competencies. As Okafor and Adeyemi (2023) note, “teachers are the backbone of holistic education, but without targeted training and support, their capacity to deliver SEL-based instruction remains limited.”

Cultural attitudes toward education in Nigeria also pose challenges to the adoption of holistic approaches. Many parents and community members view education primarily as a pathway to economic success, with a strong emphasis on academic performance and career readiness. This perspective often leads to skepticism about the value of SEL, which some perceive as “soft” or unrelated to tangible outcomes such as employment (Akinola & Bello, 2022). Additionally, certain cultural norms may conflict with the principles of SEL. For instance, traditional hierarchies in Nigerian society often discourage open dialogue between students and teachers, which can hinder the development of self-expression and emotional awareness. In some cases, students are expected to be passive recipients of knowledge rather than active participants in their own learning, making it difficult to implement the collaborative and student-centered approaches central to SEL (Okonkwo, 2022).

The implementation of holistic education in Nigeria is further hindered by resource limitations, including inadequate funding, overcrowded classrooms, and a lack of teaching materials. Many public schools operate under challenging conditions, with insufficient infrastructure and basic supplies such as textbooks and desks. In such environments, the introduction of SEL programs may be seen as a “luxury” rather than a necessity (Nwosu, 2021). Moreover, the lack of access to counseling services and mental health support in schools exacerbates these challenges. SEL programs often require trained counselors or psychologists to complement classroom instruction, but these resources are scarce in most Nigerian schools, particularly in rural areas. According to Adebayo and Oluwafemi (2022), “the absence of support systems for students’ emotional and social well-being makes it difficult to implement holistic education effectively, leaving many learners to navigate challenges on their own.”

While the National Policy on Education (NPE) emphasizes the development of morally sound and self-reliant individuals, it falls short of providing a clear framework for integrating SEL into the curriculum. The lack of specific guidelines or standards for SEL leaves educators and schools without a roadmap for implementation. This policy gap is compounded by inconsistent monitoring and evaluation mechanisms to assess the impact of holistic education initiatives (Federal Ministry of Education, 2014). Furthermore, the fragmented nature of Nigeria’s education system—characterized by disparities between public and private schools, as well as urban and rural areas—creates additional barriers to the adoption of holistic approaches. Schools in wealthier urban areas may have the resources to experiment with SEL programs, while under-resourced schools struggle to meet basic educational needs, let alone incorporate new pedagogical practices (Okafor & Adeyemi, 2023).  Despite these challenges, there is growing recognition of the importance of holistic education in Nigeria, particularly in addressing issues such as youth unemployment, violence, and mental health. 

Nigeria, with its rich cultural diversity and rapidly changing social landscape, presents a unique context for examining the relevance and applicability of SEL in curriculum development. The country’s education system has historically prioritized academic achievement over socio-emotional development, leaving a significant gap in the holistic education of students (Federal Ministry of Education, 2013). Moreover, the prevalence of social and emotional challenges, such as bullying, anxiety, and depression, among Nigerian students (Ogunyemi et al., 2017) underscores the need for a more comprehensive approach to education that integrates SEL.

By exploring Nigerian educators’ views on SEL, this study aims to contribute to the development of a more inclusive and effective curriculum design that acknowledges the interconnectedness of social, emotional, and academic learning. The incorporation of SEL into the curriculum has the potential to transform the educational experiences of Nigerian students, enhancing their self-awareness, empathy, and relationships skills, as well as improving their academic performance and overall well-being (Zins et al., 2004). Furthermore, the integration of SEL into curriculum development can foster a more positive and supportive school climate, characterized by improved teacher-student relationships, reduced conflicts, and increased student engagement (Thapa et al., 2013).

Theoretical Framework: Conceptual Models of Social-Emotional Learning (SEL)

Social-Emotional Learning (SEL) is grounded in a blend of theoretical frameworks that emphasize the importance of emotional and social competencies in education. These integrated perspectives highlight the multifaceted nature of SEL, encompassing cognitive, affective, and behavioral dimensions. Durlak et al. (2011) emphasize that effective SEL programs combine various theories, including behaviorism, constructivism, and humanistic psychology, to foster holistic development in students. In the Nigerian context, integrating these theoretical perspectives is vital for developing culturally relevant SEL practices that resonate with local values and traditions (Nwosu et al., 2024).

Developmental psychology plays a crucial role in understanding SEL, as it provides insights into how children grow and develop emotionally and socially. According to Erikson’s psychosocial development theory, each stage of a child’s development presents unique challenges that shape their social and emotional competencies (Erikson, 1963). This framework is particularly relevant in Nigeria, where cultural factors influence developmental milestones and social interactions. Research indicates that Nigerian children face specific emotional challenges, such as coping with societal expectations and familial pressures, highlighting the need for SEL programs that address these contextual realities (Ogunyemi & Adedokun, 2024).

The intersection of educational philosophy and SEL is significant, as it shapes the pedagogical approaches adopted in Nigerian schools. Philosophies such as pragmatism and constructivism advocate for experiential learning, which aligns well with SEL principles that prioritize real-life applications and emotional intelligence (Dewey, 1938). Educators in Nigeria are increasingly recognizing the importance of creating learning environments that not only focus on academic success but also nurture students’ emotional well-being and interpersonal skills (Oluwaseun & Ibrahim, 2023). This philosophical shift is essential for developing a holistic curriculum that prepares students for the complexities of modern life. Incorporating integrated theoretical perspectives, developmental psychology, and educational philosophy into SEL frameworks is crucial for Nigerian educators. This approach not only enhances students’ emotional and social competencies but also prepares them for the challenges of a rapidly changing world. As SEL continues to gain traction in Nigeria, understanding these theoretical foundations will be essential for creating effective and culturally relevant educational practices. There are three key theoretical frameworks that inform the integration of SEL into educational practices.

Postcolonial educational theory critiques the remnants of colonialism in educational systems and advocates for the inclusion of diverse cultural perspectives. In Nigeria, where colonial legacies continue to influence educational practices, this theory is particularly relevant. It emphasizes the need to decolonize curricula by incorporating local values, beliefs, and practices that resonate with Nigerian students. By doing so, educators can create a more inclusive environment that acknowledges and respects the cultural identities of all learners. This approach aligns with the growing recognition of SEL as a means to foster emotional intelligence and resilience among students, particularly in a context marked by socio-political challenges (Kealiikanakaoleohaililani & Giardina, 2016).

Indigenous knowledge systems play a crucial role in shaping educational practices in Nigeria. These systems encompass traditional wisdom, cultural practices, and community values that have been passed down through generations. Integrating Indigenous knowledge into SEL curricula can enhance the relevance and effectiveness of social-emotional learning initiatives. For instance, understanding local customs and community dynamics can inform the development of SEL programs that are culturally appropriate and resonate with students lived experiences. This integration not only validates Indigenous perspectives but also enriches the educational experience by fostering a sense of belonging and identity among students (MacLeod, 2021).

Culturally responsive pedagogy is essential for addressing the diverse needs of Nigerian students in the context of SEL. This framework emphasizes the importance of recognizing and valuing students’ cultural backgrounds in the teaching and learning process. By employing culturally responsive strategies, educators can create learning environments that are more engaging and relevant to students’ lives. This approach aligns with the principles of SEL, which aim to develop self-awareness, empathy, and interpersonal skills. Culturally responsive pedagogy encourages educators to adapt their teaching methods to reflect the cultural contexts of their students, thereby enhancing the effectiveness of SEL initiatives in Nigerian schools (Younging, 2018). The integration of postcolonial educational theory, Indigenous knowledge systems, and culturally responsive pedagogical frameworks is vital for the successful implementation of SEL in Nigerian educational contexts. 

There are several critical gaps in the existing literature. These gaps highlight the need for a more nuanced understanding of how SEL can be effectively integrated into Nigerian educational contexts, particularly through the lens of holistic learning approaches.  Many existing SEL programs are developed based on Western educational paradigms, which may not be culturally relevant or effective in the Nigerian context. There is a need for research that focuses on creating SEL frameworks that are specifically tailored to the cultural, social, and economic realities of Nigerian students and educators. This study seeks to explore how local values and practices can inform the development of SEL curricula that resonate with Nigerian learners, (Younging, 2018)   

While there is a growing body of literature on SEL, there is limited research that captures the views and experiences of Nigerian educators regarding SEL implementation. Understanding educators’ perspectives is crucial for developing effective SEL programs. This study aims to gather insights from Nigerian teachers about their experiences, challenges, and successes in integrating SEL into their teaching practices (Smith, & Olowu, 2023). Indigenous knowledge systems play a vital role in shaping educational practices in Nigeria. However, there is a lack of research that examines how these systems can be integrated into SEL curricula. This study intends to investigate how Indigenous knowledge can inform SEL practices, thereby enhancing the relevance and effectiveness of social-emotional learning in Nigerian schools (Okafor, & Ibrahim, 2021). 

There is a scarcity of empirical studies that evaluate the effectiveness of SEL interventions in Nigerian educational settings. Most existing research focuses on SEL in Western contexts, leaving a gap in understanding how these interventions perform in Nigeria. This study aims to provide evidence-based insights into the impact of SEL on student outcomes in Nigerian schools, contributing to the global SEL literature. Current literature often overlooks the importance of holistic learning approaches that encompass emotional, social, and cognitive development. This study seeks to fill this gap by exploring how holistic learning frameworks can be applied to SEL in Nigeria, promoting a more integrated approach to education that addresses the diverse needs of students. By addressing these gaps, the study on Nigerian educators’ views on SEL in curriculum development aims to contribute significantly to the understanding and implementation of social-emotional learning in Nigeria. It emphasizes the importance of culturally relevant, evidence-based, and holistic approaches to education that can enhance the overall well-being and academic success of students.

Research Questions 

1. What are the differences in perceptions between male and female teacher educators regarding the importance of integrating Social-Emotional Learning (SEL) into curriculum development in Nigeria?

2. How do male and female teacher educators perceive the relevance of SEL in fostering student well-being and academic performance?

3. To what extent do male and female teacher educators believe that current curricula support the integration of SEL in Nigerian classrooms?

4. What factors influence male and female teacher educators’ willingness to adopt SEL-focused approaches in curriculum development?

5. How do male and female teacher educators perceive the potential of SEL to address cultural and social challenges in Nigerian education?

Table 1, Mean and Standard deviation of the differences in perceptions between male and female teacher educators regarding the importance of integrating Social-Emotional Learning (SEL) into curriculum development in Nigeria?

Both male and female lecturers generally agree that SEL is crucial to curriculum development, with female lecturers having a slightly higher mean across all items. This suggests that female educators might be more inclined to emphasize SEL’s importance in the curriculum. The relatively close standard deviations indicate a fairly consistent view among both groups. All items received agreement from both male and female lecturers, which may be due to the increasing recognition of SEL’s importance in holistic student development.

Table 2: Mean and standard deviation of male and female lecturers believe on how effective the integration of SEL into the current curriculum development processes in Nigeria

 In Table 2, both male and female lecturers tend to reject the statement that SEL directly impacts academic performance or reduces behavioral issues, likely due to a lack of clear evidence linking SEL to these outcomes in current Nigerian curricula. However, they agree that teachers are crucial for SEL implementation, and that SEL contributes to overall student development. Lack of evidence or clear structure for integrating SEL into current systems could lead to these items being rejected, as they may feel these claims are overly optimistic given the existing curriculum challenges.

Table 3.  Mean and standard deviation of male and female lecturers believe that current curricula support the integration of SEL in Nigerian classrooms

 In Table 3, the result shows that while male and female lecturers believe that the current curriculum could benefit from more SEL integration, they also acknowledge that resources for implementing SEL are insufficient. This is reflected in the rejection of items concerning the availability of materials and assessment systems. Insufficient SEL resources and ineffective assessment mechanisms for evaluating SEL skills could explain the rejection of these items

Table 4, Male and female lecturers’ perception on the factors that influence the willingness to adopt SEL-focused approaches in curriculum development 

Table 5, perception of male and female lecturers on the potential of SEL to address cultural and social challenges in Nigerian education

In Table 5, both male and female lecturers agree that SEL can help address various cultural and social issues, including promoting inclusivity, reducing gender biases, and fostering respect for diversity. SEL’s potential to foster social harmony and inclusivity aligns with educators’ goals for improving student well-being and tackling challenges in Nigerian education  

Discussion

The findings of this study offer valuable insights into Nigerian educators’ perceptions of Social-Emotional Learning (SEL) integration into curriculum development. The results from the five tables provide a nuanced understanding of teacher educators’ attitudes, challenges, and the potential of SEL in addressing the needs of Nigerian students.  The results in Table 1 show that both male and female teacher educators agree on the importance of integrating SEL into curriculum development, with female educators showing slightly higher mean responses. This aligns with findings by Adebayo and Oluwafemi (2022), who emphasized the increasing recognition of SEL’s relevance to holistic student development across genders. The relatively close standard deviations suggest a consistent perspective among educators, likely due to the growing awareness of SEL’s role in fostering student well-being and academic success. The slight gender variation could reflect societal roles, with female educators possibly placing more emphasis on nurturing and emotional intelligence, as suggested by Nwosu (2021).

Table 2 reveals important insights into educators’ beliefs about the effectiveness of SEL integration. Both male and female lecturers reject claims that SEL has a direct impact on academic performance or reduces behavioral issues, potentially due to insufficient evidence or implementation structures in Nigerian schools. However, both groups agree that SEL contributes to the holistic development of students and that teachers play a pivotal role in SEL implementation. This aligns with Durlak et al. (2011), who found that SEL enhances overall student development when integrated into education systems. The rejection of academic and behavioral claims highlights the need for empirical evidence in the Nigerian context, as noted by Ogunyemi and Adedokun (2024), who emphasized the importance of localized SEL studies.

The results in Table 3 indicate that, while educators believe the current curriculum has some provisions for SEL principles, they acknowledge significant gaps in materials, resources, and assessment systems. This observation is consistent with Adebayo and Oluwafemi (2022), who highlighted the limited availability of SEL-focused teaching materials in Nigerian schools. Educators also advocate for curriculum revisions to include explicit SEL components, reflecting the concerns raised by Okafor and Adeyemi (2023) about the fragmented nature of Nigeria’s education system. The rejection of items related to assessment systems and resource availability underscores systemic challenges in implementing SEL effectively.

Table 4 highlights the critical factors influencing educators’ willingness to adopt SEL-focused approaches, including resources, administrative support, professional development, time, and cultural factors. These findings are consistent with Nwosu (2021), who argued that inadequate teacher training and the lack of time and resources are significant barriers to SEL implementation in Nigeria. Cultural factors, such as traditional hierarchies that discourage open dialogue, as noted by Okonkwo (2022), further complicate efforts to integrate SEL. The shared recognition of these challenges among male and female educators suggests a systemic need for targeted interventions.

The results in Table 5 reveal that both male and female educators perceive SEL as a means to address critical cultural and social issues, including promoting inclusivity, reducing gender biases, and fostering respect for diversity. This aligns with Okafor and Adebayo (2022), who highlighted the importance of culturally grounded SEL frameworks. The findings also resonate with Younging (2018), who advocated for culturally responsive pedagogy to make SEL more relevant in diverse educational contexts. The shared belief in SEL’s potential to promote social harmony underscores its transformative implications for Nigerian education. 

Recommendations

Based on the findings and discussions, the following recommendations are proposed:

Policymakers should design SEL frameworks that reflect Nigerian cultural values, such as storytelling, proverbs, and communal practices. As suggested by Okafor and Adeyemi (2023), incorporating Indigenous knowledge systems can make SEL more relatable and effective.

1. Universities should organized training programs for educators to enhance their skills to integrate SEL into their teaching practices. This aligns with Uchenna and Bello (2021), who emphasized the need for targeted training to enhance teachers’ capacity for SEL delivery.

2. The National Policy on Education (NPE) should be updated to include explicit SEL components and provide guidelines for implementation. This recommendation reflects the calls by Adebayo and Oluwafemi (2022) for a more structured approach to SEL in the curriculum.

3. Government and school administrators should ensure the availability of SEL-focused teaching materials, counseling services, and smaller class sizes to facilitate individualized attention. This recommendation addresses the resource limitations highlighted in Table 3.

4. Further studies should evaluate the impact of SEL on academic performance, behavioral outcomes, and student well-being in the Nigerian context. As noted by Ogunyemi and Adedokun (2024), such evidence is critical for building support for SEL initiatives.

Conclusion

This study highlights the growing recognition of SEL’s importance in Nigerian education, as well as the systemic challenges hindering its effective integration into the curriculum. The findings underscore the need for culturally relevant frameworks, teacher training, curriculum revision, resource allocation, and empirical research to address these challenges. Both male and female educators agree on the transformative potential of SEL to promote holistic student development, tackle cultural and social issues, and enhance the overall quality of education in Nigeria. By incorporating SEL into Nigerian education, policymakers and educators have the opportunity to nurture well-rounded learners equipped with the emotional, social, and cognitive skills needed to thrive in a rapidly changing world. As Durlak et al. (2011) and Okafor and Adeyemi (2023) suggest, such efforts will not only improve academic outcomes but also foster a generation of emotionally intelligent, empathetic, and resilient citizens capable of contributing meaningfully to society. The integration of SEL represents a critical step toward achieving a truly holistic education system in Nigeria.

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