Philosophy of Education and Social Transformation in Nigeria: How Relevant Can Curriculum and Pedagogic Practices Be?

Okere Jospeh Ejimogu (Ph.D.); Obiukwu Kingsley (Ph.D.); Anyanwu Clementina A. (Ph.D.); Oyelade Joseph Tokunbo (Ph.D.); Duru Ngozi Damasius (Ph.D.)

doi:10.52589/BJELDP-KOZ7T1KE

Philosophy of Education and Social Transformation in Nigeria: How Relevant Can Curriculum and Pedagogic Practices Be? | AB Journals

Philosophy of Education and Social Transformation in Nigeria: How Relevant Can Curriculum and Pedagogic Practices Be?

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British Journal of Education, Learning and Development Psychology

Vol. 9Issue 12026pp. 117–131Published 23 March 2026

DOI 10.52589/BJELDP-KOZ7T1KE

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Abstract:

This paper examined philosophy of education and social transformations in Nigeria and the imperative of curriculum and pedagogic practices. The study used the philosophical method of analysis, clarification, and criticism to explore the relationship between philosophy of education and social transformation and the imperative for curriculum and pedagogic practices in Nigeria’s education system. From the findings of the study, curriculum development and sound pedagogic practices can stimulate learners’ cognitive and psycho-social skills which can translate to critical thinking, collaboration, and problem-solving skills among the learners. It can also, engender creativity, self-reliance and social re-awakening which are necessary ingredients for social transformation and national development agenda through inspiring students to become agents of social change; participate in active citizenship and transform oppressive environments. A nation’s philosophy of education can also, inform educational policy decisions, determine curricula process and pedagogic practices. However, the paper revealed that challenges such as poor curriculum implementation, and inadequate funding of education among others can obstruct the road to social transformation and national development. The study concluded that proper curriculum development in the area of adherence to the principles of flexibility and utility in curriculum construction and sound pedagogic practices by teachers by way of proper mastery of subject-matter and the use of good teaching methods and techniques can foster social transformation and national development; and that without a strong philosophical basis, policy and practice of education can lack a coherent, sound, and unified objective. Recommendations were made that there should be curriculum review by relevant stakeholders in education; that teachers should be trained and updated on their job as role models to learners.

Keywords:Philosophy Education Social transformation Curriculum Pedagogical practices.

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