FOSTERING POLITICAL LITERACY THROUGH FORMAL EDUCATION IN NIGERIA

Abstract

In Nigeria, over 60% of the population is under the age of 25, and this has made Nigeria stand at a critical juncture where the political empowerment of youth is essential for democratic sustainability. This study examines the role of educational institutions in Nigeria in fostering political consciousness and leadership skills among young people. Grounded in Transformative Learning Theory (Mezirow, 1991) and Critical Pedagogy (Freire, 1970), the research explores how formal education can serve as a catalyst for youth political engagement and leadership development. The study focuses on secondary and tertiary institutions, analyzing civic education curricula, teaching strategies, and leadership programs. It also investigates the integration of technology—including social media, mobile learning, and digital civic platforms—as tools for enhancing political awareness. Special attention is given to inclusive education, particularly how students with disabilities are engaged in political discourse and leadership training. Using a mixed-methods approach, data were collected from educators, students, and policymakers across selected Nigerian states. Findings reveal that while civic education exists, it often lacks practical relevance and fails to inspire active participation. Additionally, limited access to digital tools and inclusive learning environments hinders broader youth involvement. The study recommends a restructured civic curriculum that embeds political literacy, critical thinking, and community engagement, supported by digital innovation and inclusive practices. It concludes that Nigerian educational institutions have the potential to shape a new generation of youth leaders-politically aware, socially responsible, and equipped to lead with integrity and vision.