<![CDATA[Land boundary disputes constitute a persistent source of conflict, displacement, and economic disruption across Nigeria. Yet the subject of land boundaries—including their historical origins, legal frameworks, and peaceful resolution mechanisms—is rarely addressed in Nigerian secondary school curricula. This study examines the current state of land boundary education in Nigerian secondary schools, focusing on curriculum content, pedagogical approaches, and students' understanding of territorial disputes. Employing a mixed-methods design, the study combines document analysis of geography and civic education curricula and textbooks, a survey of 150 secondary school students across three geopolitical zones (Rivers, Anambra, and Kaduna States), and focus group discussions with 20 geography and civic education teachers. Findings reveal that land boundary topics receive superficial treatment in current curricula, with limited attention to historical, legal, and conflict resolution dimensions. Students demonstrated significant gaps in understanding how boundaries are established, why disputes arise, and how they can be peacefully resolved. Teachers reported inadequate instructional materials and a lack of professional development on boundary-related topics. The study argues that the absence of boundary literacy in the secondary school curriculum leaves students ill-equipped to understand or engage with the territorial disputes shaping their communities. It recommends integrating boundary education into geography and civic education curricula, developing contextually relevant teaching materials, and adopting participatory pedagogical approaches that draw on students' lived experiences of boundary issues.]]>
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