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p-Index From 2021 - 2026
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All Journal International Journal of Education, Culture, and Society
Sule Omeiza Adebayo
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Philosophical Appraisal of Curriculum Design as Nigeria’s Educational Social Contract: A Systematic Review Emmanuel Lucas Nwachukwu; Lasbrey Ikechukwu Unegbu; Godson Chidi Nwokorie; Sule Omeiza Adebayo
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.9278

Abstract

Curriculum design in Nigeria is frequently treated as a technical or administrative activity, yet it also constitutes a central expression of the state’s commitments under its educational social contract. This systematic review examines whether Nigerian curriculum design fulfils the epistemic obligations embedded in that contract, using social contract theory as its analytical framework. A systematic search across seven academic databases was conducted, followed by PRISMA-guided screening. A total of 62 sources were analysed, comprising 40 core sources subjected to thematic synthesis and 22 sources used for theoretical and contextual framing. Five analytical themes emerged: the gap between policy declarations and curriculum realities; the persistence of colonial epistemological hierarchies; the epistemic consequences of current language policy; tensions between pedagogical ideals and transmission-oriented classroom practice; and the interdependence of curriculum, assessment, teacher education, and language reform. The findings indicate that Nigeria’s curriculum challenges extend beyond administrative implementation and reflect deeper philosophical questions concerning whose knowledge is legitimised, transmitted, and assessed through schooling. The review introduces epistemic obligation as a distinct dimension of state responsibility, arguing that curriculum reform must address epistemological justice rather than rely solely on policy revision. This study contributes to curriculum theory, decolonial education, and educational philosophy by reframing Nigerian curriculum design as a matter of epistemic accountability within the educational social contract, with implications for curriculum reconstruction, language policy, assessment reform, and teacher education.
Impact of Civic Education on Community-Led Crime Control Model in FCT-Abuja, Nigeria Sule Omeiza Adebayo; Blessing Ikechi Onyedum; Chukwuma Victoria Azuka; Emmanuel Lucas Nwachukwu
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.9280

Abstract

Crime and insecurity remain critical challenges in Nigeria’s Federal Capital Territory, Abuja, requiring innovative community-based approaches to complement conventional policing strategies. This study examined the influence of civic education on community-led crime control participation in FCT-Abuja. A quantitative survey design was employed, involving 400 adult residents selected through stratified random sampling across the six Area Councils. Data were collected using a structured questionnaire with dichotomous response items measuring exposure to civic education and participation in community crime control activities. The data were analysed using the chi-square test of independence at the 0.05 significance level. The findings revealed that 69.6% of respondents had been exposed to civic education programmes, while 65.2% participated in community crime control activities. The chi-square analysis showed a statistically significant relationship between civic education exposure and crime control participation, χ² = 56.842, p < .001. Residents exposed to civic education were more likely to participate in crime control activities (76.5%) than unexposed residents (39.3%), representing a 37.2 percentage-point difference. These findings indicate that civic education significantly strengthens community-led participation in crime control in FCT-Abuja. The study contributes to security and civic education literature by demonstrating the relevance of civic awareness in promoting community security engagement. It recommends that policymakers expand civic education coverage, diversify delivery platforms, and sustain civic education programming to strengthen community security capacity across all Area Councils.
Co-Authors Blessing Ikechi Onyedum Chukwuma Victoria AZUKA Emmanuel Lucas Nwachukwu Godson Chidi Nwokorie Lasbrey Ikechukwu Unegbu