Exploring Pedagogical Innovations for Enhancing Teaching and Learning of Civic Education in Nigeria
Muhammad, Sule1 and Nasa’I, Muhammad2
1Department of Educational Foundations, Faculty of Education, Federal University Gusau
2Department of Arts and Social Science Education, Faculty of Education, Ahmadu Bello University Zaria
Abstract
This research explores pedagogical innovations aimed at enhancing the teaching and learning of Civic Education in Nigerian secondary schools. Given the need for an active, informed citizenry capable of contributing to democratic processes, the study highlights the importance of adopting innovative teaching methods that go beyond traditional, teacher-centered approaches. The research examines the role of Constructivist Learning Theory in promoting student engagement through pedagogical innovations such as Problem-Based Learning (PBL), Collaborative Learning, ICT integration, Service Learning, and the Flipped Classroom Model. These methods encourage critical thinking, active participation, and the application of civic knowledge to real-world issues. Despite their proven effectiveness, challenges such as insufficient teacher training, resistance to change, and inadequate resources hinder the widespread adoption of these approaches. The study emphasizes the need for continuous professional development, curriculum revision, and policy support to overcome these barriers and enhance the delivery of Civic Education. By integrating these innovative strategies, the research suggests that Nigerian secondary schools can better prepare students for active citizenship and democratic participation, fostering a more engaged and responsible society.
Keywords: Civic Education, Constructivist Learning, Nigeria, Pedagogical Innovations, Secondary Schools
Impact Statement
This research on Reimagining the teaching and learning of Civic Education in Nigeria through pedagogical innovation contributes significantly to the transformation of civic education delivery in Nigerian schools. By investigating modern, student-centered teaching strategies such as inquiry-based learning, digital integration, collaborative approaches, and contextually relevant content the study offers practical solutions to current pedagogical challenges. The findings provide educators, policymakers, and curriculum developers with evidence-based approaches to improve learner engagement, critical thinking, civic responsibility, and participatory citizenship. Moreover, it bridges the gap between theoretical knowledge and civic action by emphasizing inclusive, technology-driven, and culturally responsive teaching practices. This research supports national education goals by promoting democratic values and active citizenship, essential for sustainable development and good governance. It further encourages continuous professional development for teachers and promotes curriculum innovation. Overall, the study offers a timely and practical framework for improving civic education in Nigeria’s dynamic socio-political environment.
About Authors
1. Sule Muhammad Biography
Sule Muhammad, born on 21st February 1987 in Tudun Wada, Gusau, Zamfara State, is a distinguished Nigerian educationist and researcher in the field of Social Studies and Civic Education. He began his academic journey by earning the Nigeria Certificate in Education (NCE) in Social Studies and Islamic Studies in 2006. He later obtained a Bachelor of Education (B.Ed.) degree in Social Studies from Ahmadu Bello University (ABU), Zaria in 2013. In pursuit of academic excellence and research advancement, Sule Muhammad completed his Master of Education (M.Ed.) in Social Studies Education in 2024 at ABU, Zaria. He is currently undertaking his Doctor of Philosophy (Ph.D.) in Social Studies Education at the same institution. Professionally, he serves as an Assistant Lecturer in the Department of Educational Foundations at Federal University Gusau. He is also a seasoned facilitator with the National Teachers’ Institute (NTI), Kaduna, at the Gusau Study Centre. Sule Muhammad is a prolific scholar with over 30 academic publications, focusing on civic education, pedagogical innovation, inclusive education, curriculum evaluation, and sociological foundations of education. His works have significantly contributed to the discourse on democratic citizenship, learner-centered pedagogy, and the empowerment of individuals with disabilities in Nigeria’s educational system. He possesses advanced expertise in research methodology, data analysis, and academic writing. Through his teaching, mentorship, and scholarly engagement, Sule Muhammad continues to shape the development of social studies and civic education across Nigeria. He is married and remains committed to promoting inclusive and transformative education for sustainable national development.
2. Muhammad Nasa’i is a lecturer Social Studies Section in the Department of Arts and Social Science, Faculty of Education, Ahmadu Bello University Zaria, Kaduna State, Nigeria. He obtained his PhD in Social Studies at Ahmadu Bello University Zaria. He has attended many workshops and Conferences and published in several local and international reputable journals. His research interests are theories, education, politics, peace and conflict resolution and curriculum development.
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