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All Journal Maqolat: Journal of Islamic Studies Beginner: Journal of Teaching and Education Management Amandemen: Journal of Learning, Teaching and Educational Studies Demagogi: Journal of Social Sciences, Economics and Education
Sule Muhammad
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Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Integrating Civic Education Curriculum With Islamic Moral Principles For Character Formation Among Secondary School Students In Zamfara State, Nigeria Sule Muhammad; Sabiu Lawal
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 3 No. 2 (2025): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v3i2.108

Abstract

This study examined the effect of integrating Civic Education with Islamic moral principles on students’ moral behaviour, civic responsibility, discipline, and social harmony among secondary school students in Zamfara State, Nigeria. The study adopted a quantitative research approach using a descriptive survey design to collect data from 384 respondents, including Civic Education and Islamic Studies teachers. A structured questionnaire titled Integration of Civic and Islamic Moral Education Questionnaire (ICIMEQ) was developed and validated by experts, with a reliability coefficient of 0.88 obtained using Cronbach Alpha. Data were analyzed using both descriptive and inferential statistics such as mean, standard deviation, Pearson Product Moment Correlation (PPMC), and independent t-test at a 0.05 level of significance. The findings revealed a strong and significant positive relationship between the integration of Civic and Islamic moral principles and students’ moral behaviour, civic responsibility, discipline, and social harmony (r = .612, p < .05). Results also showed that teachers generally perceived the integration as relevant and practical, although Civic Education teachers recorded slightly higher mean scores than Islamic Studies teachers (t = 3.28, p = .001). This implies that blending Civic Education content with Islamic moral teachings effectively promotes ethical conduct, social harmony, and responsible citizenship among students. The study’s findings align with Bandura’s Social Learning Theory and Kohlberg’s Moral Development Theory, which emphasize learning through moral reasoning, observation, and value internalization. The study concluded that integrating Civic Education with Islamic moral principles offers a holistic framework for character formation and nation-building. It was recommended that curriculum planners, policymakers, and teachers adopt this integrated approach to strengthen moral education, promote discipline, and enhance civic values among Nigerian students.
Integrating Arabic Cultural Heritage Into Civic Education Curricula: Implications For Identity And Social Cohesion In Nigeria Sule Muhammad; Ahmad Kainuwa Ph.D
Beginner: Journal of Teaching and Education Management Vol. 3 No. 2 (2025): Integrative Local wisdom in Teaching and Education Management
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bgn.v3i2.107

Abstract

This study explores the integration of Arabic cultural heritage into civic education curricula in Nigeria and its implications for identity formation and social cohesion. In a country marked by ethno-religious diversity and socio-political fragmentation, civic education is a crucial tool for promoting national unity, democratic participation, and inclusive citizenship. Northern Nigeria, with its deep-rooted Arabic-Islamic traditions, presents an opportunity for aligning civic education with learners’ cultural contexts. Drawing on socio-cultural and constructivist learning theories, the study argues that embedding Arabic values such as ‘adl (justice), shura (consultation), and mas’uliyyah (responsibility) can make civic education more relevant, relatable, and transformative. These values, historically embedded in Quranic and Tsangaya school systems, offer a culturally resonant foundation for teaching civic virtues. The integration fosters a sense of belonging and cultural affirmation among Arabic-speaking and Muslim learners, thereby enhancing their civic engagement and identification with national ideals. However, the study also identifies critical challenges, including resistance due to Nigeria’s secular educational policy, lack of teacher capacity, curriculum imbalance, and sociopolitical sensitivities. To address these issues, the study recommends inclusive curriculum frameworks, teacher training in culturally responsive pedagogy, development of localized learning materials, and stakeholder engagement. Ultimately, the paper posits that incorporating Arabic cultural heritage into civic education is not a religious imposition but a culturally grounded strategy to bridge educational gaps and promote unity in Nigeria’s pluralistic society.
Influence Of Islamic Ethical Teachings On Civic Responsibility And Social Behaviour Among Secondary School Students In Gusau Metropolis, Zamfara State, Nigeria Sule Muhammad
MAQOLAT: Journal of Islamic Studies Vol. 4 No. 1 (2026): Transformative Islamic Thought Based on the Qur'an
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/maqolat.v4i1.214

Abstract

This study examined the influence of Islamic ethical teachings on civic responsibility and social behaviour among secondary school students in Gusau Metropolis, Zamfara State, Nigeria. The research was prompted by increasing moral decline and civic irresponsibility among youths despite formal instruction in Islamic Religious Studies. Anchored on Bandura’s Social Learning Theory, the study adopted a descriptive survey design involving 357 Senior Secondary School Three (SS III) students selected through a multistage sampling procedure from public and private schools. Data were collected using a validated questionnaire titled Islamic Ethical Teachings, Civic Responsibility and Social Behaviour Questionnaire (IETCRSBQ), with a reliability coefficient of 0.91. Descriptive and inferential statistics, including Pearson correlation and independent t-test, were employed for data analysis at a 0.05 significance level. Findings revealed a significant positive relationship between Islamic ethical teachings and students’ civic responsibility and social behaviour. Students exposed to Islamic moral values demonstrated higher levels of discipline, honesty, tolerance, and respect for societal norms. However, the study identified challenges such as inadequate teacher preparation and weak moral supervision in schools. It concluded that the consistent integration of Islamic ethical principles into civic education enhances students’ moral character and civic engagement. The study recommended teacher capacity building, curriculum reinforcement, and the promotion of Islamic moral clubs to foster responsible citizenship and harmonious coexistence among students. 
Integrating Peace and Security Education into the Civic Education Curriculum: Implications for Social Stability in Zamfara State, Nigeria Sule Muhammad; Abdullahi Abdulhamid
Demagogi: Journal of Social Sciences, Economics and Education Vol. 4 No. 1 (2026): February
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/demagogi.v4i1.193

Abstract

The persistent insecurity and violent conflicts in Zamfara State, Nigeria, have highlighted the critical need for educational strategies that foster peace, security awareness, and social stability. This study examined the integration of peace and security education into the Civic Education curriculum in secondary schools and its implications for students’ attitudes and broader societal stability. Guided by the objectives of assessing the extent of integration, evaluating its influence on students’ attitudes toward peaceful coexistence and community security, and identifying challenges impeding effective implementation, the study employed a descriptive survey research design. The population included senior secondary school students (SS I–SS III), Civic Education teachers, and school principals, with a sample of 384 respondents selected through multi-stage and purposive sampling techniques. Data were collected via a structured questionnaire, validated by experts and piloted for reliability (r = 0.89). Inferential statistics, including one-sample t-test, independent samples t-test, and multiple regression analysis, were used to test the hypotheses at a 0.05 level of significance. Findings revealed that peace and security education is significantly integrated into the Civic Education curriculum (t = 7.21, p < .05) and positively influences students’ attitudes toward peaceful coexistence and community security (t = 6.27, p < .05). However, effective integration is constrained by challenges including inadequate teacher training (β = 0.312, p < .05), curriculum overload (β = 0.268, p < .05), lack of instructional materials (β = 0.241, p < .05), and security challenges in schools (β = 0.289, p < .05). These barriers limit students’ exposure to practical peacebuilding skills, conflict resolution competencies, and values necessary for social stability. The study concludes that while Civic Education provides a vital platform for promoting peace and security awareness, its transformative potential requires supportive teacher preparation, adequate learning resources, and secure learning environments. Policymakers and educational authorities are encouraged to strengthen teacher capacity, streamline the curriculum, provide instructional resources, and institutionalize peace and security education to enhance students’ civic competencies and contribute to sustainable social stability in conflict-affected regions such as Zamfara State.
Co-Authors Abdullahi Abdulhamid Ahmad Kainuwa Ph.D Sabiu Lawal