Like many other nations, Nigeria faces the pressing challenge of aligning its educational system with the principles of sustainable development. While sustainable development aims to balance economic, social, and environmental well-being, much of contemporary education—both globally and in Nigeria—has been criticized for reinforcing unsustainable values (Petras, 1981; Sterling, 2001). In a country with vast natural resources and a rapidly growing population, integrating sustainability into the national educational framework is more critical than ever. However, Nigeria’s current educational philosophy—shaped by both traditional and modern ideologies—has had mixed results in promoting education for sustainable development (ESD).
The philosophy behind education in Nigeria is deeply rooted in the nation’s cultural, political, and social contexts, and it plays a crucial role in equipping citizens with the knowledge and skills needed for national development (FGN, 2013). However, as noted by Chinwuba (2018), while education serves as a tool for nation-building, it has often been limited in its capacity to instill
sustainable practices and values. For instance, the prevalent emphasis on competition and economic growth often undermines the broader goals of sustainability, such as environmental conservation and social equity (Sterling, 2001). This disconnect presents significant challenges for Nigeria in achieving the sustainable development goals outlined by the international community.
This essay critically examines Nigeria's educational philosophy about sustainable development, analysing how well it integrates principles such as human rights, gender equality, and environmental stewardship. By evaluating the implications of this educational framework on sustainability, the essay will explore the strengths and weaknesses of Nigeria’s current approach and its potential for fostering a more sustainable future for the nation. The discussion will also consider the role of education in promoting sustainable living and addressing the socioenvironmental challenges Nigeria faces.
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- Samson Okelarin (Autor:in), 2025, Nigeria's Philosophy of Education and its Implications for Education for Sustainable Development, München, GRIN Verlag, https://www.hausarbeiten.de/document/1597679
