Integration of Pragmatic Pedagogical Approaches in Basic Science and Technology Education Teaching among Post-Basic Schools in Nigeria: A Systematic Review

Abstract

This paper examines the integration of pragmatic pedagogical approaches within the Basic Science and Technology (BST) curriculum under Nigeria’s Universal Basic Education (UBE) framework. Grounded in John Dewey’s philosophy of experimental pragmatism ("learning by doing"), the study addresses the systemic failure of traditional, teacher-centered rote instruction to cultivate functional scientific literacy and self-reliance among Nigerian youth. Through a conceptual analysis, this paper explores adaptable, student-centered strategies—including Project-Based Learning (PBL), Ethno-Scientific Contextualization, and Collaborative Inquiry Syndicates—proposing a structured curriculum matrix tailored to navigate large class sizes and severe resource constraints through low-cost instructional improvisation. The study analyzes critical structural barriers, such as infrastructural deficits, teacher professional inertia, and the constraints of terminal, exam-centric testing. Ultimately, the paper provides a holistic conceptual framework and offers actionable, multi-tiered policy recommendations for curriculum re-engineering, localized teacher up skilling, and assessment reforms necessary to foster a technologically proficient, inventive, and self-reliant generation.