FOSTERING POLITICAL LITERACY THROUGH FORMAL EDUCATION IN NIGERIA

Autors/ores

  • Abayomi Ayodeji Adedokun Gwinnett County Public School, Georgia, USA

DOI:

https://doi.org/10.46827/ejes.v13i7.6862

Paraules clau:

empowerment, democratic, political, integration, technology, innovation

Resum

In Nigeria, over 60% of the population is under the age of 25, and this has made Nigeria stand at a critical juncture where the political empowerment of youth is essential for democratic sustainability. This study examines the role of educational institutions in Nigeria in fostering political consciousness and leadership skills among young people. Grounded in Transformative Learning Theory (Mezirow, 1991) and Critical Pedagogy (Freire, 1970), the research explores how formal education can serve as a catalyst for youth political engagement and leadership development. The study focuses on secondary and tertiary institutions, analyzing civic education curricula, teaching strategies, and leadership programs. It also investigates the integration of technology—including social media, mobile learning, and digital civic platforms—as tools for enhancing political awareness. Special attention is given to inclusive education, particularly how students with disabilities are engaged in political discourse and leadership training. Using a mixed-methods approach, data were collected from educators, students, and policymakers across selected Nigerian states. Findings reveal that while civic education exists, it often lacks practical relevance and fails to inspire active participation. Additionally, limited access to digital tools and inclusive learning environments hinders broader youth involvement. The study recommends a restructured civic curriculum that embeds political literacy, critical thinking, and community engagement, supported by digital innovation and inclusive practices. It concludes that Nigerian educational institutions have the potential to shape a new generation of youth leaders-politically aware, socially responsible, and equipped to lead with integrity and vision.

Biografia de l'autor/a

  • Abayomi Ayodeji Adedokun, Gwinnett County Public School, Georgia, USA

    Dr. Abayomi Ayodeji Adedokun is a Special Education Teacher specializing in Interrelated and Resource Education with Gwinnett County Public Schools, Georgia, USA. He holds a Bachelor of Arts in Education (B.A.Ed.), Master of Education (M.Ed.), Master of Business Administration (MBA), and a Doctor of Philosophy (Ph.D.) in Instructional Design and Technology. His research interests focus on technology integration in teaching and learning, artificial intelligence in education, adaptive learning technologies, inclusive education, and the effective application of educational technologies to support diverse learners. Dr. Adedokun is particularly interested in exploring innovative digital solutions that enhance personalized learning, improve instructional effectiveness, and promote equitable educational opportunities for all students. In addition to his work in K–12 education, he serves as a Consultant with Fisyom Learning Development and Technology, where he provides expertise in curriculum development, educational leadership, instructional design, professional development, and other learning and organizational development initiatives. His professional and scholarly work is dedicated to advancing educational innovation and fostering learner success through evidence-based practices and emerging technologies. Research Interests: Technology Integration, Artificial Intelligence in Education, Adaptive Learning Systems, Instructional Design, Educational Technology, Inclusive Education, Curriculum Development, Leadership Development, and Personalized Learning.

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Descàrregues

Publicat

2026-07-17

Número

Vol. 13 Núm. 7 (2026)

Secció

Articles

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