Aug 2026· INTERNATIONAL JOURNAL OF SOCIAL SCIENCES AND MANAGEMENT RESEARCH· 0 citations
Abstract
Social science education plays a vital role in shaping responsible citizenship and fostering
national development. However, in Nigeria, the effectiveness of education policies in achieving
these goals remains questionable. Despite ongoing reforms, gaps persist in policy
implementation, stakeholder engagement, and the practical relevance of the curriculum. This
study addresses these gaps by assessing the extent to which development-driven education
policies contribute to societal transformation through social science education. The primary
objectives were to examine the alignment of current policies with national development goals,
evaluate the impact of social science education on learners, and identify challenges affecting
effective policy implementation. A descriptive survey design was employed, using a structured
questionnaire administered to 150 purposively selected stakeholders, including teachers,
curriculum developers, and policy officers across three geopolitical zones. Data were analyzed
using descriptive statistics such as frequencies, percentages, and mean scores. Key findings
revealed that while policies generally support national goals and promote civic learning,
critical thinking, and unity, challenges such as inadequate teacher training, poor infrastructure,
outdated curricula, and limited stakeholder involvement significantly hinder their
implementation. Moreover, a gap remains between theoretical instruction and practical
application in real-life contexts. The implications of these findings emphasize the need for
increased investment in teacher development, curriculum reform, infrastructure improvement,
and more inclusive policy-making processes. Strengthening communication between
researchers and policymakers is also crucial for evidence-based reforms. This study
contributes to policy discourse and provides a foundation for future research aimed at
enhancing the transformative role of social science education in Nigeria
This study examined sustainability education practices and their contribution to national
development in Nigeria. In recent years, the role of education in promoting sustainable
development has gained global recognition, particularly in addressing pressing socio-economic
and environmental challenges. The study explored key sustainability education practices such as
the integration of environmental education into school curricula, promotion of school-based
agricultural projects, community-based sustainability outreach, adoption of green technologies in
schools, and teacher training in Education for Sustainable Development (ESD). Drawing on
relevant literature and theoretical frameworks, the study underscored how these practices equip
learners with the skills, values, and knowledge necessary to become environmentally conscious,
socially responsible, and economically productive citizens. Findings revealed that when effectively
implemented, sustainability education practices promote food security, youth entrepreneurship,
environmental stewardship, and civic engagement—key pillars of national development. However,
challenges such as inadequate teacher capacity, insufficient funding, limited policy enforcement,
and weak community participation hinder the full integration of sustainability education across
all levels of the Nigerian education system. The study concluded that sustainability education is a
critical driver for Nigeria’s socio-economic growth and environmental sustainability. Suggestions
were made for curriculum reform, enhanced teacher training, school-community partnerships,
and increased investment in green infrastructure and resources. It is hoped that with coordinated
efforts from government, educators, and stakeholders, sustainability education will be fully
mainstreamed to foster national development.
C. U. Osuji· INTERNATIONAL JOURNAL OF SOC...· 0 citations
The study was intended to explore the place of citizenship education discourses and constraints along its trajectory in the curriculum of Ethiopia. The paper examines the dual function of citizenship education, serving both as a tool for empowerment and as a means of enforcing ideological discipline. It employs frameworks derived from critical theory and global citizenship education. Using a qualitative design, data were collected from policy documents, curriculum materials, interviews with secondary school teachers, school directors, and experts from the Ministry of Education, and focus group discussions with students. The study found that citizenship education in Ethiopia reflects authoritarian tendencies, limiting democratic ideals through restrictive discourse censorship. It fosters loyalty and obedience rather than promoting active participation and critical thinking. The investigation revealed structural issues in the implementation of citizenship education, notably the absence of qualified teachers, resulting in instruction by educators from different disciplines. This, in turn, affects how the curriculum is actually implemented. The intended objectives of the programme were also hindered by an unfavourable political climate and inadequate establishment of a suitable learning environment. The exclusion of secondary school students from the citizenship education curriculum is a significant issue that requires immediate attention from policymakers and curriculum developers, aligning it with global citizenship education perspective. The Ministry of Education must provide qualified teachers and promote awareness that citizenship education should not serve as a political tool. Schools are encouraged to create an environment that nurtures active, informed, and responsible citizenship among students.
Rationale for this study:
Citizenship education plays a vital role in preparing responsible, informed, and active citizens, making it essential for nation‐building and democratic development. However, the extent to which it is effectively integrated into Ethiopia’s school curriculum and classroom practice remains insufficiently understood. This study was conducted to examine its implementation and identify areas for improvement.
Why this new findings matter:
This study matters because it highlights how curriculum design restricts students’ civic engagement and comprehension, demonstrating inconsistencies between policy and classroom practices. In this study, we argue that these findings call for clearer, skillsfocused citizenship learning.
Implications for educational researchers and policy makers:
For educational researchers, these findings highlight the need for further research on effective teacher training approaches and the integration of citizenship education into the curriculum. Future studies should examine how professional development can strengthen teachers’ capacity to foster citizenship values and evaluate the long‐term impact of curriculum‐based citizenship education on students’ knowledge, attitudes, and civic engagement. Further, the study emphasizes the need for policymakers to revise curriculum frameworks to focus on civic competencies, critical thinking, and democratic principles, particularly for secondary students in grades 11 and 12, who should be included in the citizenship education framework.
G. Akuma, Kebede Yimam, Solomon Melesse Mengistie· Revista de educación· 0 citations
Basic education remains a fundamental instrument for promoting human capital development,
social transformation, and sustainable national development. Despite various educational reforms
and policy interventions introduced by the Nigerian government to improve access, equity, and
quality in basic education, implementation challenges continue to undermine educational
outcomes, particularly at the local government level. Against this backdrop, this paper examined
the challenges encountered in implementing basic education strategies in Keana Local
Government Area of Nasarawa State. Specifically, the study examined the basic education
strategies adopted in improving educational delivery, identified the major challenges affecting
implementation, assessed the implications of these challenges on educational outcomes, and
proposed measures for strengthening implementation effectiveness. The study adopted a
qualitative research design and relied exclusively on secondary sources of data. Data were
obtained from academic journals, textbooks, government publications, policy documents, reports
of educational agencies, conference papers, and credible institutional sources relevant to basic
education and policy implementation. The collected data were analysed using thematic content
analysis, which enabled the identification, categorisation, and interpretation of major themes
emerging from the reviewed literature and documents. The findings revealed that although several
strategies such as the Universal Basic Education programme, teacher development initiatives,
infrastructure expansion, and institutional reforms have contributed to improving educational
access, implementation remains constrained by inadequate funding, shortage of qualified
teachers, poor infrastructure, weak institutional coordination, ineffective monitoring mechanisms,
and low community participation. The study further found that these implementation challenges
negatively affect enrolment, educational quality, student performance, and overall policy
effectiveness. The paper concludes that effective implementation of basic education strategies
requires more than policy formulation and demands sustained investment, institutional
strengthening, and collaborative stakeholder engagement. The study recommends increased
funding for education, improved teacher recruitment and capacity development, stronger
monitoring and evaluation systems, enhanced institutional coordination, and greater community
participation to improve educational outcomes in Keana Local Government Area.
Rilwan Halima Ahmed· JOURNAL OF PUBLIC ADMINISTRA...· 0 citations
This study investigates teachers' and school administrators' perspectives on the Ministry of National Education's (MoNE) implementation of Sustainable Development Goal 4 (Quality Education). Using a sequential explanatory mixed-methods approach, data were collected from 1,066 participants through an 18-item survey and 18 semi-structured interviews across 81 cities. This research provides empirical evidence of how Türkiye, as an upper-middle-income country, aligns national policies with global goals while addressing local challenges. Quantitative results reveal stakeholder agreement with MoNE's efforts in several areas, with the strongest support for adult literacy programs, preschool education access, teacher development, lifelong learning, and gender equality. However, significant concerns emerged regarding educational infrastructure quality and sustainable development awareness, which received neutral ratings, indicating stakeholder uncertainty. Analysis identified several key implementation challenges: inadequate learning infrastructure, curriculum adaptation needs, limited inclusivity, vocational-industry misalignment, regional disparities, and insufficient sustainability awareness. Despite large investments by MoNE, participants emphasized persistent educational disparities across regions in Türkiye, theoretically explained through the “Matthew effect”, where advantages tend to accumulate for those already advantaged. Policy recommendations include targeted infrastructure investment, comprehensive teacher development, meaningful curriculum updates, and enhanced industry-education partnerships.
Mehmet Fatih Döğer, Ahmet Göçen, M. Bulut et al.· Kuramsal Eğitimbilim· 0 citations
Higher Education Institutions (HEIs) play a crucial role in advancing sustainable development by acting as connectors between knowledge production and societal needs. This study explores the role of HEIs in promoting sustainability in society by identifying key regional challenges related to the Sustainable Development Goals (SDGs) and examining how these institutions can contribute to addressing them. The research is based on a participatory workshop conducted in Latvia, involving fifty-six stakeholders from the public, private, and civil sectors. Data were collected through group discussions, questionnaire, and observational notes, and analyzed using qualitative content analysis and descriptive statistics. The findings reveal that sustainability challenges are interconnected and concentrated in three main areas: youth-related vulnerabilities (unemployment, mental health, and civic disengagement), inequalities in access to education and digital resources, and environmental issues such as carbon emissions and resource overconsumption. The results also indicate a gap between the perceived importance and practical feasibility of sustainability initiatives. HEIs are identified as key intermediary actors capable of facilitating collaboration, capacity-building, and innovation. The study highlights the need for integrated, multi-level approaches and strengthened partnerships to support sustainable regional development.
Liene Briede· The International Journal of...· 0 citations
This article critically examines Education for Sustainable Development (ESD) within teacher education, considering its alignment with the Sustainable Development Goals. Adopting a theoretical-critical approach, this study is based on a critical narrative review of national and international publications from 2015 to 2024, combined with thematic analysis. Forty-two works were selected from databases including Scientific Electronic Library Online (SciELO) and the Coordination for the Improvement of Higher Education Personnel (CAPES), and were analyzed using thematic analysis. The findings reveal interrelated gaps across multiple dimensions that hinder the effective implementation of ESD. Conceptually, an anthropocentric and economistic bias predominates, accompanied by a lack of epistemological reflection on alternative frameworks such as planetary health. In the pedagogical dimension, behaviorist approaches emphasize individual actions without critically addressing socioeconomic structures, thereby weakening interdisciplinarity. Institutionally, resistance persists toward breaking with rigid disciplinary curricula, alongside insufficient support for transdisciplinary practices. Politically, the study identifies a disconnect between Brazil’s National Common Curricular Base (Base Nacional Comum Curricular — BNCC) and the effective integration of environmental themes, as well as the hegemony of a competency-based neoliberal logic that depoliticizes education. These gaps are particularly evident in teacher education, which lacks robust curricular components and adequate professional development opportunities. Critical environmental education emerges as a transformative perspective by fostering ecological awareness and socio-environmental justice. The study concludes that overcoming these challenges requires strengthening critical, interdisciplinary, and territorially contextualized training practices that integrate scientific, social, and ethical-political knowledge, thereby preparing educators to transform the structures that perpetuate the socio-environmental crisis.
J. Gomes-Figueiredo, Janete do Rosário Amaro Crisanto· Revista Brasileira de Ciênci...· 0 citations