Education

By Uzair Adam

Bayero University, Kano (BUK), on Thursday hosted a public lecture on the reintroduction of History into Nigerian schools, highlighting the issues, challenges and prospects associated with the subject’s return to the national curriculum.

The Daily Reality reports that the Executive Secretary of the Nigerian Educational Research and Development Council (NERDC), Professor Salisu Shehu, served as Chairman of the Occasion.

The lecture, titled “The Return of History in Nigerian Schools: Issues, Challenges and Prospects,” was organised by the Department of History under the Faculty of History and Development Studies.

Dr. Nanre Nafziger, an Assistant Professor of Black and African Studies at McGill University, Canada, delivered the lecture, offering a conceptual explanation of History and its relevance to human and societal development.

In her presentation, Nafziger said History extends beyond common assumptions that limit it to the narration of events, wars or prominent individuals, stressing that it examines how the past shapes the present and how the present influences the future.

She explained that historical knowledge is grounded in patterns and processes that emerge from human and societal evolution, adding that History addresses causation, time, space, consequences and the impact of both human and natural phenomena.

According to her, the discipline also encompasses peoples, communities, societies, geopolitical territories, empires, states and nationhood, as well as norms, values, cultures, traditions and civilizations.

Nafziger noted that History is closely connected to institutions such as politics, the economy, education and technological development, arguing that this interconnectedness makes it a fundamental component of educational content at designated levels.

She said the renewed emphasis on History in Nigerian schools was informed by these considerations, alongside the need to transform and update educational curricula.

Under the revised curriculum, Nafziger explained, History will be taught as a stand-alone subject at the primary level from Primary One to Six, as well as at Junior Secondary School levels One to Three.

At the senior secondary level, she added, History will be infused into compulsory subjects, including Citizenship and Heritage Studies.

She further stated that the new History curricula were developed using new approaches and feature elements that are development-focused, context-sensitive, competency- and outcome-based, thematic and spiral in structure, as well as aligned with 21st-century educational standards.

The public lecture attracted academics, students and other stakeholders, and formed part of ongoing discussions within the academic community on the role of History in national education and development.

By Garba Sidi

In Nigeria, academic failure is often treated as a life sentence. A poor result can earn a student a damaging label—not serious, not intelligent, or not destined for success. I know this because I lived it. Yet my journey proves that failure, no matter how often it occurs, does not end a person’s future. Giving up does.

After completing SS3, I sat for WAEC, NECO, and JAMB, like millions of Nigerian students whose dreams rest on examination numbers. When my WAEC result was released, I had only three credits—Chemistry, Hausa, and Animal Husbandry. Showing the result to my father was one of the most painful moments of my life. His words, suggesting I might have to repeat SS3, broke my heart. Still, I chose prayer over bitterness.

My JAMB score of 145 further reduced my chances of gaining admission to university. Though ashamed, I showed the result to my father. He advised patience and encouraged me to wait for my NECO result. When NECO came out, I earned seven credits, including English and Mathematics, but failed Physics. At the time, I did not realise how much that single subject would shape my future.

Like many science students, I dreamed of studying Medicine at Bayero University, Kano. I also applied to the College of Education, Gumel, and Hussaini Adamu Polytechnic, Kazaure. With my JAMB score, university admission was impossible. My options narrowed, and disappointment became familiar.

On my uncle’s advice, I enrolled in Remedial Studies at Tafawa Balewa University, Bauchi, hoping to later study Engineering, a course believed to offer better job prospects. I passed the remedial exams and continued attending lectures while preparing for another JAMB. When I failed again, my journey in Bauchi ended abruptly. Without a successful JAMB result, remedial studies could not secure admission.

I returned home discouraged. Applications to the College of Education, Gumel, and Bilyaminu Usman Polytechnic, Hadejia, yielded no results. While friends moved on to universities and colleges, I spent most of 2015 at home, surrounded by self-doubt and silent questions about my worth.

In 2017, I wrote JAMB again and scored 171, meeting the reduced cut-off mark for Sule Lamido University, Kafin Hausa. I was offered admission to study Mathematics and even attended the interview. However, during registration, my admission was withdrawn because I did not have a credit in Physics. It was another painful reminder that failure has consequences—but it does not have to be final.

Once again, family intervention redirected my path. Through my uncle’s connection at the College of Education Gashuwa, affiliated with the University of Maiduguri, I secured admission. I randomly chose Physical Education (PHE), not out of passion, but out of necessity. I was admitted into the preliminary batch with only three weeks left before examinations.

That short period forced a decision: surrender or struggle. I chose to struggle. I attended lectures relentlessly and studied day and night. Of the eight courses I took, I failed only one in my first semester. I cleared it later and completed the programme successfully.

During my studies, I met Haruna Aseeni, a Health Education student. Our friendship began simply—sharing study materials. We stayed connected long after graduation. I later completed my NYSC between July 2023 and June 2024, unsure of what the future held.

Then came a message on a Sunday evening. Haruna informed me that someone was looking for a graduate of Physical Education. A few phone calls later, I was submitting my credentials. After an interview in Dutse, I received an Offer of Appointment as Sports Officer II under the Jigawa State Ministry of Information, Youth, Sports and Culture, and was posted to Hadejia Stadium.

What struck me most was that the opportunity came through someone I once helped academically—not through influence or desperation, but through relationship and character. Even more surprising, my father and uncles later discovered they already knew the official who facilitated the process. Life has a way of connecting efforts in ways we do not expect.

My story is not extraordinary. It is Nigerian. It reflects a system where setbacks are common, opportunities are uneven, and success is rarely linear. But it carries a message young people must hear: failure is not the opposite of success; quitting is.

To students and graduates facing rejection, delay, or disappointment, my advice is simple: do not give up. Respect everyone you meet. Work hard wherever you find yourself. Pray, persevere, and remain humble.

You never know who God will use to change your story.

By Sabiu Abdullahi

The National Examinations Council has released the results of the 2025 Senior School Certificate Examination (SSCE) External, with more than 80 per cent of candidates recording five credits and above.

The announcement was made on Tuesday by the Registrar and Chief Executive of NECO, Prof. Dantani Wushishi, during a press conference at the council’s headquarters in Minna, Niger State.

While declaring the results in a video shared on NECO’s official X handle, Prof. Wushishi said, “It is my pleasure to declare the 2025 SSCE External Results released.

“Candidates can access their results on the NECO official website, www.neco.gov.ng, using their examination registration number.”

He disclosed that a total of 96,979 candidates registered for the examination across 16 subjects. The figure included 51,823 males, representing 53.43 per cent, and 45,156 females, accounting for 46.56 per cent.

According to him, 95,160 candidates eventually sat for the examination. In English Language, 93,425 candidates participated, out of which 73,167, representing 78.32 per cent, obtained credit and above. In Mathematics, 93,330 candidates sat for the paper, with 85,256, or 91.35 per cent, achieving credit and above.

Prof. Wushishi stated that overall performance showed that 68,166 candidates, representing 71.63 per cent, secured five credits and above, including English Language and Mathematics. He added that 82,082 candidates, or 86.26 per cent, obtained five credits and above without regard to English Language and Mathematics.

On examination malpractice, the NECO boss revealed that 9,016 candidates were booked for various forms of misconduct. He said this reflected a 31.7 per cent increase compared with the 6,160 cases recorded in 2024.

He also disclosed that five supervisors were recommended for blacklisting for aiding and abetting examination malpractice. According to him, two of the supervisors were from the Federal Capital Territory, while one each came from Kano, Adamawa and Ondo states.

In addition, Prof. Wushishi said four examination centres were recommended for de-recognition after investigations confirmed their involvement in whole-centre malpractice. Two of the centres were located in Niger State, while one each was in Yobe and Kano states.

The SSCE External examination is mainly written by private candidates who seek certification outside the regular school system. NECO conducts the examination to give opportunities to candidates who missed the internal examination or who wish to improve their previous results.

By Ibrahim Yunusa

The inauguration of the newly appointed Vice-Chancellor of the Federal University Dutse (FUD), Professor Ahmad Muhammed Gumel, will hold on Tuesday, February 10, 2026, as scheduled.

This was disclosed to FUD Newsletter by Barrister Shamsu Ubale Jibrin, counsel to the defendants, the Federal University Governing Council and 22 others in a suit challenging the vice-chancellorship selection process.

The suit was filed by Professor Abdulsalam Balarabe, one of the applicants for the position, who through his counsel sought an order restraining the Governing Council from conducting the swearing-in and handover ceremony.

Barrister Jibrin said he presented overwhelming documentary evidence before the court to show that the selection process was concluded in full compliance with the advertised requirements, adding that the claimant failed to provide proof of any breach of due process.

According to him, evidence before the court showed that Professor Gumel met all the eligibility requirements, scored the highest marks, and emerged first at the end of the interview process, leading the Governing Council to appoint him as the fourth substantive Vice-Chancellor of the university.

He further stated that Professor Gumel satisfied the mandatory 15-year university work experience requirement.
Barrister Jibrin explained that although the court did not grant the application to stop the inauguration, it adjourned the case to February 23, 2026, after the ceremony.

He described this development as a technical victory for the Governing Council and Professor Gumel, adding that he intends to present two key motions when hearing resumes on the adjourned date.

By Uzair Adam 

Graduates of Kaduna Polytechnic have raised concerns over what they described as prolonged delays in their mobilisation for the National Youth Service Corps (NYSC), saying the situation has left many of them stranded for years after graduation.

One of the affected graduates, Adamu Inuwa, disclosed the grievances in a Facebook post made on behalf of other aggrieved graduates, drawing public attention to what he described as years of silent suffering among Kaduna Polytechnic alumni awaiting mobilisation.

Inuwa said many graduates have waited for more than three years without being mobilised for the mandatory national service, a development he noted has gone beyond administrative delay and negatively affected lives and livelihoods. 

According to him, several qualified graduates have lost employment opportunities because they could not present NYSC discharge or exemption certificates, which are often required by employers.

“Many graduates of Kaduna Polytechnic have waited over three years without NYSC mobilisation. This is not just a delay on paper; it has destroyed real lives,” he wrote. 

He added that, despite successfully completing their studies, affected graduates have been left without explanations as they watch their peers from other institutions move forward.

The post further highlighted the emotional and financial toll the situation has taken on graduates and their families, noting that prolonged uncertainty has led to frustration, psychological distress and hardship. 

Inuwa stressed that the delay has continued to worsen, with no clear communication to students on the cause or timeline for resolution.

Appealing to authorities, he urged the Federal Government and relevant agencies to intervene and investigate the recurring delay in mobilising Kaduna Polytechnic graduates. 

He said students deserve transparency, fairness, and the opportunity to serve the country and to progress in their lives.

“Students deserve answers. Students deserve fairness. Students deserve the chance to serve their country and move on with their lives,” he stated.

As of the time of filing this report, no official statement has been issued by the management of Kaduna Polytechnic regarding the alleged complaints.

By Abdullahi Mukhtar Algasgaini

Bayero University Kano (BUK) has officially prohibited the unauthorized use of its name, acronym, or official logo on all social media platforms. The ban is aimed at protecting the institution’s reputation and ensuring the accuracy of information associated with it.

The directive was contained in a public notice issued on Thursday, 29th January 2026, by the University’s Director of Public Affairs, Malam Lamara Garba, acting on behalf of the Registrar.

The statement expressed the University’s concern over the increasing unauthorised use of its identity by individuals and groups on social media. It noted that such practices have the potential to mislead prospective students, applicants, and the general public who may mistakenly associate the content with the official university.

Consequently, the university has banned any person or group from using “Bayero University Kano,” its acronym “BUK,” or its official logo on any social media page or account without prior written authorization from the university management.

The notice further ordered all those currently using the university’s name or insignia without permission to remove them immediately. It warned that anyone found violating this directive would face appropriate sanctions.

The move is seen as part of broader efforts by the institution to safeguard its brand integrity and combat the spread of misinformation.

By Abdullahi Mukhtar Algasgaini

Bayero University Kano (BUK) has officially prohibited the unauthorized use of its name, acronym, or official logo on all social media platforms. The ban is aimed at protecting the institution’s reputation and ensuring the accuracy of information associated with it.

The directive was contained in a public notice issued on Thursday, 29th January 2026, by the University’s Director of Public Affairs, Malam Lamara Garba, acting on behalf of the Registrar.

The statement expressed the University’s concern over the increasing unauthorised use of its identity by individuals and groups on social media. It noted that such practices have the potential to mislead prospective students, applicants, and the general public who may mistakenly associate the content with the official university.

Consequently, the university has banned any person or group from using “Bayero University Kano,” its acronym “BUK,” or its official logo on any social media page or account without prior written authorization from the university management.

The notice further ordered all those currently using the university’s name or insignia without permission to remove them immediately. It warned that anyone found violating this directive would face appropriate sanctions.

The move is seen as part of broader efforts by the institution to safeguard its brand integrity and combat the spread of misinformation.

By Uzair Adam

The Nigerian Educational Research and Development Council (NERDC) has dismissed claims circulating on social media that the newly revised Basic and Senior Secondary Education Curriculum excludes religious subjects, describing the information as false and misleading.

In a statement signed by its Executive Secretary, Professor Salisu Shehu, the Council said it was responding to allegations by “some people” who claimed that the new curriculum made provision for Christian Religious Studies (CRS) alone, with no space for Islamic Studies (IS), while others alleged the reverse.

According to NERDC, both claims amount to disinformation and do not reflect the approved curriculum.

The Council clarified that the revised curriculum, developed under the Federal Ministry of Education’s National Education Sector Initiatives (NESRI), clearly provides for both CRS and Islamic Studies at all relevant levels of basic and senior secondary education.

It explained that the subjects are offered on the basis of pupils’ religious affiliation, with CRS designated for Christian pupils and Islamic Studies for Muslim pupils.

Contrary to previous practice where religious studies were largely optional, NERDC said the revised curriculum accords greater importance to religious education by making it a consistent component of learning from Primary One through Senior Secondary School Three.

“The claim that either CRS or Islamic Studies has been removed from the curriculum is completely false,” the Council said, noting that the approved subject offerings comprehensively accommodate both religions in line with Nigeria’s plural society.

According to the Council, the curriculum review was designed to streamline content, reduce overload and improve learning outcomes, while still ensuring balance across sciences, humanities, vocational studies and religious education.

It added that the Federal Ministry of Education has officially released the list of approved subjects for all levels, and that any other versions in circulation are unauthentic.

NERDC explained that at the basic education level, pupils are required to study a broad mix of core subjects alongside either CRS or Islamic Studies, while at the senior secondary level, both subjects are clearly listed among the humanities offerings.

However, science, technology and commercial students that are interested in offering CRS and IRS can pick them as elective.

This, it said, demonstrates that the curriculum council adopted an inclusive and comprehensive approach rather than favouring one religious subject over another.

Professor Shehu urged parents, teachers and other stakeholders to ignore “fake and unauthorised” subject lists circulating online, warning that such misinformation could cause unnecessary confusion and tension.

He said the Council is already planning nationwide sensitisation and teacher capacity-building programmes to support smooth implementation of the revised curriculum.

He further explained that implementation will begin at the start of each three-year education cycle—Primary One, Primary Four, JSS One and SS One—whenever the revised curriculum is introduced.

NERDC assured the public that the revised curriculum reflects national values, respects religious diversity and remains focused on improving the quality and relevance of education across the country.

The Mindbrood Initiative has sought a strategic partnership with the Nigerian Educational Research and Development Council (NERDC) to introduce an Artificial Intelligence (AI)–powered educational technology platform, aimed at enhancing learning through innovation and technology.

The proposal was presented during a courtesy visit of Mindbrood Initiative to the Council on Tuesday, 20th January, 2025.

Speaking at the meeting, the Founder of the Mindbrood Initiative – Mr. Godspower Omolere, explained that the organisation is currently developing the Sociometrics Framework and other educational tools designed to help young people understand societal fundamentals and grow into responsible, empowered citizens.

Mr. Omolere stated that the platform, which has been in development for over 10 years, leverages AI to assess students’ skills, generate personalised profiles, and provide insights through student assessment, data analysis and performance tracking.

He added that the initiative is keen on partnering with NERDC to benefit from its expertise in curriculum development.

According to him, “Given NERDC’s national mandate in curriculum development and educational standards, we believe this collaboration will ensure strong alignment with Nigeria’s educational goals, while providing students with modern framework for civic and socio-economic understanding.”

He further noted that the Mindbrood Initiative, which began 13 years ago as a book-focused project, has evolved into a technology-driven organisation developing innovative software solutions for individual profiling and educational development.

Responding, the Executive Secretary – Prof. Salisu Shehu, expressed appreciation to the Mindbrood team for the visit, noting that the initiative aligns with the Council’s research-focus in education.

While welcoming the proposal, he stated that the Council would study the project in detail, deliberate with management and determine possible pathways for integrating the platform into Nigeria’s education sector.

In his vote of thanks, the Head of Finance and Accounts – Mr. Charles Itodo commended the Mindbrood team for sharing their innovation and for enlightening the Council on the proposed educational application.

Members of the Mindbrood Initiative present at the meeting included the Chairman, Board of Trustees, Otumba James Udoma; Legal Adviser, Barr. Onyebuchi Ndiokwere; Adviser, Mr. Yemi Opesade; and a member, Mrs. Simar Linus.

NERDC officials in attendance were the Assistant Director of Finance and Head of the Consultancy Unit – Sir Justin Nwokedi; Head of the Policy and Programmes Unit (PPU) – Dr. Famade Oladiran; and the Legal Officer, Barr. Segun Daniels.

By Professor Salisu Shehu, Executive Secretary, Nigerian Educational Research and Development Council (NERDC)

Paper Presented at the maiden international conference of the Department of Art and Social Science Education, Federal University, Dutse. Jigawa State held on the 13^th January 2016

Introduction

It is with great enthusiasm that I wish to thank the organisers for inviting me to the maiden International Conference of the Department of Arts and Social Science Education, Federal University, Dutse. I am delighted to be delivering a paper on “Policy, Pedagogy and Practice: Reforming the Curriculum for Moral and Digital Competence”. This maiden conference is of particular significance because of its focus on upholding moral responsibilities in the face of rapid penetration of information technology in the world of  today. It is no news to anyone that although information technology has positively impacted on our world, making life a lot easier than it was some decades ago, it comes with a myriad of challenges that sometimes undermine our moral values, age long principles of good living and our most cherished societal norms.

Without a doubt, education is the sector of the economy that holds the key to transformational national development. It remains the gateway to human capital development, social reengineering and total rebirth of a society confronted with many ills arising, largely from the wrong use of information technology. The unprecedented integration of digital technologies into daily life in recent times has raised important issues regarding responsibility, ethics, and the effects on society. Digital competence, encompassing abilities in information literacy, data security, and the responsible use of AI, must now intersect with moral competence, which encompasses values such as civic engagement, respect, and accountability. To fulfil these two imperatives and ensure that education not only transmits knowledge but also develops responsible digital citizens, curriculum reform remains indispensable.

Globally, contemporary curriculum reform is increasingly informed by internationally recognised frameworks such as Global Citizenship Education (GCED), Education for Sustainable Development (ESD), and the European Union’s Digital Competence Framework (DigComp). These foreground ethical responsibility, social justice, sustainability, global interconnectedness, and ethical engagement in digital environments (EU, 2018). These global frameworks have also influenced our national curriculum reforms with the aim of refocusing our education system and preparing learners for responsible participation in a rapidly changing world. However, the influence of these frameworks on curriculum reform process has been gauged with our uniqueness as a people.

The accelerating integration of technologies into education has also heightened concerns around misinformation, cyberbullying, data privacy breaches, online radicalisation, and digital addiction. Consequently, moral education, digital citizenship, and ethical use of technology are no longer optional but have become central pillars of contemporary curriculum design. In parallel, persistent global challenges of equity, access, and inclusion continue to shape reform agendas. Curriculum transformation must therefore address disparities in digital access and learning opportunities, particularly within developing contexts. In this regard, Nigeria’s curriculum reform efforts are geared towards striking a careful balance between global best practices and our local socio-cultural realities.

More broadly, curriculum reform has become a global imperative as nations strive to respond to the rapid technological change, moral uncertainty, economic restructuring, and the pressures of globalisation. Today’s education no longer focuses solely on knowledge transmission, but on fostering competencies that enable learners to function effectively, ethically, and responsibly in complex, digitalised, and pluralistic societies (UNESCO, 2015; OECD, 2019). As a result, moral competence and digital competence have emerged as critical learning outcomes in our revised national school curricula.

The revised national school curricula also represent a deliberate shift away from content-heavy instructional models toward the development of functional skills, values, attitudes, and competencies that align with our national development priorities and global competitiveness. In the new school curricula, moral competence and responsible technology use are highly emphasised. As digital technologies are integrated into learning, it is our responsibility as educators to ensure that learners are not only digitally proficient but also morally grounded in the ethical use of technology.

Arising from the foregoing, this paper argues, and correctly, that meaningful and sustainable curriculum reforms must deliberately integrate moral and digital competence across policy formulation, curriculum design, pedagogy, and classroom practice. Drawing on global curriculum trends and using the NERDC curriculum review process as a reference point, the paper advances the position that moral and digital competence should be conceptualised and implemented as core curriculum outcomes not as extracurricular activity.

Statement of Position and Central Argument

For curriculum reform to produce functional and adaptable learners for the 21st century, it must deliberately prioritise moral and digital competence within an outcome-based competency framework. Disciplinary and subject knowledge are increasingly insufficient in addressing contemporary social, economic, and technological challenges. There must be a deliberate integration of values and digital skills into curriculum design.

The central argument of this paper is threefold. First, moral and digital competence constitute foundational capacities for lifelong learning, employability, social participation, and responsible citizenship in today’s world. Learners who possess technical skills without ethical grounding are ill-equipped to navigate complex moral dilemmas, misinformation, and digital risks. In fact, such learners constitute a danger to the society, in all ramifications. Second, curriculum reform that concentrates primarily on policy redesign and content restructuring, without corresponding alignment in pedagogy, assessment, and classroom practice, risks remaining rhetorical rather than transformative (Fullan, 2016). Meaningful reform requires coherence between curriculum intentions and everyday teaching and learning processes. Third, the long-term effectiveness of the NERDC curriculum reform initiative depends on the extent to which moral and digital competence are systematically embedded across subject areas, instructional strategies, assessment approaches, teacher professional development, and school culture. Without such integration, curriculum reform may not meet the intended impact on learning outcomes and national development.

Policy landscape for moral and digital competence in the Nigerian education sector

Educational policy provides the normative, regulatory, and structural foundation for curriculum development and implementation. In Nigeria, the National Policy on Education places strong emphasis on the holistic development of learners who can contribute to national development (Federal Republic of Nigeria [FRN], 2014). Consistent with this policy orientation, our curriculum reviews reflect a deliberate shift toward functional, learner-centred teaching and learning.

It is on this premise that our revised school curricula explicitly integrate 21st-century skills, including critical thinking, creativity, collaboration, communication, and digital literacy. This aligns our policy direction with global curriculum reform trends that prioritise transferable skills, adaptability, and problem-solving capacities over rote memorisation and content accumulation (UNESCO, 2015; World Bank, 2020). It is also done in recognition of the need to prepare learners for the rapidly evolving labour markets, civic participation, and lifelong learning in our digitalised world.

Despite these advances, significant policy gaps persist, particularly in the linkage between education policy, national digital transformation strategies, and youth development frameworks. It is against this backdrop that this paper argues that there should be greater coherence between education policy, national digital transformation strategies, and youth development frameworks to ensure policy alignment and systemic implementation for impact at the school level. Without such integration, the transformative potential of curriculum reform risks being undermined in implementation.

Pedagogical Imperatives for Moral and Digital Competence

Curriculum reform cannot yield meaningful outcomes without a corresponding pedagogical transformation. Traditional teacher-centred instructional approaches, which are largely characterised by rote memorisation, passive learning, and examination-driven practices, are fundamentally incompatible with competency-based education. This is because the competency-based approaches prioritise the development of transferable skills, values, and applied knowledge (Darling-Hammond et al., 2020). To effectively cultivate moral reasoning and digital competence, learning environments must be learner-centred, participatory, and reflective. Learning must also enable learners to actively construct meaning and apply learning in their daily lives.

Furthermore, there must be emphasis on the use of pedagogies that foster moral competence and sustained engagement with values, ethical reasoning, and real-life moral dilemmas. These strategies (such as values clarification, character education, moral dilemma discussions, service learning, and civic engagement) would provide learners with opportunities to reflect on ethical issues, negotiate moral conflicts, and internalise socially desirable values, and are achieved through practice and social interaction (Nucci, Narvaez, & Krettenauer, 2014). These approaches shift moral education from abstract moral instruction to lived moral experience, thereby strengthening learners’ capacity for ethical judgment and responsible citizenship.

In a similar vein, the development of digital competence requires pedagogical approaches that promote creativity, collaboration, critical thinking, and problem-solving. Learner-centred strategies such as project-based learning, inquiry-based learning, collaborative learning, and blended or technology-enhanced learning environments allow learners to engage meaningfully with digital tools while simultaneously developing ethical awareness, media literacy, and responsible online behaviour. Through these pedagogical models, learners are not merely users of technology but reflective digital citizens capable of evaluating information, managing digital risks, and applying technology responsibly.

Furthermore, assessment practices must also be aligned with the principles of outcome-based competence education. Teachers should use portfolios, project work, performance-based tasks, peer assessment, and formative feedback to evaluate moral and digital competence (OECD, 2019). These assessment approaches would capture learners’ ability to apply knowledge, demonstrate ethical judgment, and assess how skills are transferred across contexts.

A major challenge to this is funding. Limited professional development opportunities, insufficient monitoring and evaluation mechanisms, teachers’ resistance to change, limited capacity for innovative instructional practices, and deeply entrenched examination-oriented school cultures are affecting curriculum implementation. Additionally, technological constraints, such as infrastructure and unequal access to digital resources, are affecting the effective integration of digital competence.

Socio-cultural factors also present challenges, including divergent value systems, parental concerns, and ethical anxieties surrounding learners’ exposure to digital environments. Without deliberate planning and sustained support, there is a risk that moral and digital competence may be treated superficially, resulting in symbolic compliance rather than genuine pedagogical transformation and meaningful learning outcomes.

Strategic Directions and Suggestions

To address these challenges, this paper proposes several strategic directions.

1. Curriculum policy implementation and monitoring must be strengthened to ensure alignment between intended and enacted curricula.
2. Moral and digital competence should be explicitly defined as compulsory learning outcomes across educational levels beginning from the teacher training institutions.
3. Improved and sustained investment in teacher professional development is essential. This should include comprehensive pre-service training in teachers’ training institutions to build foundational skills in moral and digital competence from the outset, as well as ongoing in-service training programmes for practising teachers.
4. Establishment of sustained partnerships with technology firms and the community. This would support resource provision and also provide opportunities for experiential learning.
5. Curriculum reform should be viewed as a continuous, evidence-informed process responsive to societal change.

Conclusion

Reforming the curriculum for moral and digital competence is necessary in the context of Nigeria’s educational transformation. The Nigerian Educational Research and Development Council curriculum review is a significant step toward outcome and competency-based education. However, its success depends on the adoption of innovative pedagogies and effective classroom practice.

Preparing learners for ethical and functional participation in a digital world requires coordinated action among policymakers, educators, communities, and other stakeholders. Curriculum reform must therefore be intentional, holistic, and sustained if it is to produce morally grounded, digitally competent, and socially responsible citizens.

Other Resources

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

European Union. (2018). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. Publications Office of the European Union.

Federal Republic of Nigeria. (2014). National policy on education (6th ed.). NERDC Press.

NERDC. (2023). Revised national curriculum framework for basic and secondary education in Nigeria. Nigerian Educational Research and Development Council

Nucci, L. P., Narvaez, D., & Krettenauer, T. (2014). Handbook of moral and character education (2nd ed.). Routledge.

Organisation for Economic Co-operation and Development (OECD). (2019). OECD learning compass 2030: A series of concept notes. OECD Publishing.

UNESCO. (2015). Global citizenship education: Topics and learning objectives. United Nations Educational, Scientific and Cultural Organisation.

UNESCO. (2015). Rethinking education: Towards a global common good? United Nations Educational, Scientific and Cultural Organisation.

UNESCO. (2023). Guidance on generative AI in education and research. United Nations Educational, Scientific and Cultural Organisation.

World Bank. (2020). World development report 2020: Trading for development in the age of global value chains. World Bank Publications.