Shodh Sari-An International Multidisciplinary Journal
Vol-04, Issue-01 (Jan-Mar 2025)
An International scholarly/ academic journal, peer-reviewed/ refereed journal, ISSN : 2959-1376
Revolutionizing Social Studies Education in Nigeria: Adopting Modern Standards for The Upper Basic School Curriculum
Muhammad, Sule1 and Gaya, Zulyadaini Sani2
1Department of Educational Foundations, Faculty of Education, Federal University Gusau
2Department of Arts and Social Science Education, Faculty of Education, Ahmadu Bello University Zaria
DOI: https://doi.org/10.59231/SARI7791
Subject: Education / Social Studies / Curriculum Development
Page No: 256-270
Received: Sep 29, 2024
Accepted: Nov 05, 2024
Published: Jan 01, 2025
Thematic Classification: Social Studies Education, Nigerian Curriculum Reform, Educational Standards, Upper Basic Schooling, Pedagogical Innovation, Social Science Pedagogy.
Abstract
This “Revolutionizing Social Studies Education in Nigeria: Adopting Modern Standards for the upper basic school curriculum” explores the modernization of Social Studies education in Nigeria, focusing on aligning the curriculum with 21st-century global standards. Social Studies is an interdisciplinary subject that equips students with the knowledge and skills necessary for responsible citizenship, critical thinking, and global awareness. The paper reviews contemporary approaches such as inquiry-based, project-based, and experiential learning to foster civic competence, digital literacy, and problem-solving skills among learners. The evolving curriculum aims to address Nigeria’s socio-cultural context while incorporating global issues such as sustainable development, human rights, and civic engagement. Challenges, including infrastructural limitations, teacher training, and resistance to change, are discussed. The paper concluded that modern Social Studies curriculum, aligned with emerging global standards, equips students with critical thinking skills, digital literacy, and a global perspective while remaining relevant to Nigeria’s unique socio-cultural context. This transformation involves integrating interdisciplinary knowledge, fostering civic responsibility, and promoting ethical values. The paper recommended among others that; integrating digital tools, revising curriculum content, and providing continuous professional development. The paper emphasizes the need for collaboration between government, educational stakeholders, and communities to ensure equitable resource distribution, effective implementation, and alignment with national development goals. Ultimately, the transformation of Social Studies education promises to foster engaged citizens capable of addressing local and global challenges.
Keywords: Curriculum, Emerging Standards, Social Studies Education, Upper Basic School
Impact Statement
This study on Revolutionizing Social Studies Education in Nigeria: Adopting Modern Standards for the Upper Basic School Curriculum seeks to address critical gaps in the current teaching and learning processes by aligning the curriculum with emerging global and national standards. By integrating innovative pedagogical approaches, relevant content, and technology-enhanced learning strategies, the study aims to foster critical thinking, civic competence, and cultural awareness among students. The outcomes of this research will empower educators with modern tools and methodologies to enhance teaching effectiveness while equipping learners with essential skills for the 21st century. Additionally, it will support policymakers in revising and implementing a more dynamic, inclusive, and impactful curriculum that promotes active citizenship, national development, and global competitiveness. Ultimately, this initiative has the potential to transform Social Studies education into a cornerstone for producing informed, responsible, and socially engaged individuals who can contribute meaningfully to Nigeria’s socio-economic and political progress.
About The Author
Sule Muhammad is a lecturer in the Department of Educational Foundations at the Faculty of Education, Federal University Gusau, Zamfara State, Nigeria. He holds bachelor’s and master’s degrees in Education Social Studies from Ahmadu Bello University, Zaria, Kaduna State. With a strong commitment to academic excellence, Sule has participated in numerous workshops and conferences and has published extensively in esteemed local and international journals. He also serves as a facilitator at the ZACAS Study Centre in Gusau for the National Teachers Institute Kaduna, teaching B.Sc./Ed Social Studies. His diverse research interests include educational theories, entrepreneurship, crime and security, health issues, politics, and development. ORCID ID (https://orcid.org/0009-0007-0591-7511)
Zulyadaini Sani Gaya is an Associate Professor in the Social Studies Section of the Department of Arts and Social Sciences at the Faculty of Education, Ahmadu Bello University, Zaria, Kaduna State, Nigeria. He earned his Ph.D. in Education Social Studies from the same institution. Gaya is an accomplished scholar who has participated in numerous workshops and conferences and has published widely in respected local and international journals. His research interests focus on education theories, politics, peace and conflict resolution, and curriculum development.
Cite this Article
APA 7th Style: Muhammad, S., & Gaya, Z. S. (2025). Revolutionizing social studies education in Nigeria: Adopting modern standards for the upper basic school curriculum. Shodh Sari-An International Multidisciplinary Journal, 4(01), 256–270. https://doi.org/10.59231/SARI7791
Chicago 17th Style: Muhammad, Sule, and Zulyadaini Sani Gaya. “Revolutionizing Social Studies Education in Nigeria: Adopting Modern Standards for The Upper Basic School Curriculum.” Shodh Sari-An International Multidisciplinary Journal 4, no. 1 (2025): 256–270. https://doi.org/10.59231/SARI7791.
MLA 9th Style: Muhammad, Sule, and Gaya, Zulyadaini Sani. “Revolutionizing Social Studies Education in Nigeria: Adopting Modern Standards for The Upper Basic School Curriculum.” Shodh Sari-An International Multidisciplinary Journal, vol. 4, no. 1, 2025, pp. 256-270, https://doi.org/10.59231/SARI7791.
Statements & Declarations
Review Method: This article underwent a double-blind peer-review process by two independent external experts in Curriculum Development and Social Science Education to evaluate the proposed pedagogical shifts and their alignment with global educational standards.
Competing Interests: The authors Sule Muhammad and Zulyadaini Sani Gaya declare that there are no financial, personal, or professional conflicts of interest that could have inappropriately influenced the research findings or the curricular recommendations presented in this study.
Funding: This research was conducted as part of the authors’ academic and professional activities at Federal University Gusau and Ahmadu Bello University Zaria. No specific external grants or commercial funding were received for this work.
Data Availability: The analysis is based on a qualitative review of the Nigerian National Policy on Education, existing UBE (Upper Basic Education) Social Studies syllabi, and international benchmarking standards. All primary policy documents cited are available through the Nigerian Educational Research and Development Council (NERDC) and institutional libraries.
License: Revolutionizing Social Studies Education in Nigeria: Adopting Modern Standards for The Upper Basic School Curriculum © 2025 by Sule Muhammad and Zulyadaini Sani Gaya is licensed under CC BY-NC-ND 4.0. This work is published by the International Council for Education Research and Training (ICERT).
Ethics Approval: As this study is a theoretical review and curriculum analysis and does not involve direct experimentation on human participants, it was deemed exempt from formal ethical review by the Institutional Research Committees of the respective universities.
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