This study examines the gap between curriculum design and classroom practice in Nigerian secondary schools, with a focus on understanding the challenges that hinder effective curriculum implementation and identifying strategies to bridge this gap. Using a survey research design, data were collected from 198 teachers and educational administrators across five selected secondary schools—Federal Government College, Enugu; Queen’s College, Lagos; Government Secondary School, Kano; Christ the King College, Onitsha; and Anglican Grammar School, Ibadan—through structured online questionnaires administered via Google Forms. The data were analyzed using frequency tables, percentages, mean, and standard deviation to determine trends in teachers’ understanding of curriculum objectives, classroom practices, and the challenges they face. Findings indicate that while teachers generally have a high understanding of curriculum objectives, the actual implementation of learner-centered and practical teaching methods is moderate, largely due to large class sizes, inadequate instructional resources, and limited professional development opportunities. Respondents highlighted the importance of strategies such as in-service training, provision of instructional materials, collaborative teaching, and regular monitoring to improve curriculum enactment. The study concludes that bridging the curriculum-practice gap requires coordinated efforts at both teacher and systemic levels to enhance the quality and effectiveness of education in Nigeria. Read more

The Fourth Industrial Revolution (4IR) has significantly transformed education, necessitating a revision of technology-based teaching methods. The research examines the readiness of in-service teachers in Nigeria for digital transformation in education, emphasising their digital literacy, access to technology, and capacity to incorporate digital tools into pedagogy through systematic literature reviews. The findings reveal a modest level of preparedness: while numerous educators exhibit basic digital abilities, significant deficiencies exist in advanced competences deemed essential for digital pedagogy, such as content production and collaborative online learning. The research delineates significant obstacles like inadequate training, restricted access to digital resources, and infrastructure deficiencies, particularly in rural regions. It also examines the impact of institutional support and professional development initiatives on enhancing teacher preparation. The findings underscore the necessity of focused interventions, such as policies that offer comprehensive digital literacy training, enhanced investments in educational technology, and changes that incorporate technology into teacher education curricula. The study contributes to the expanding dialogue on digital transformation in education and offers pertinent stakeholders strategic insights to enhance the digital readiness of teachers in Nigeria in light of worldwide trends. Read more