An evaluation of informal education as a tool for promoting students’ cultural awareness in Riyom Local Government Area, Plateau State
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- NGN 5000
Background of the Study
Informal education has increasingly been recognized as a vital complement to formal schooling, particularly in enhancing cultural awareness among students in diverse communities. In Riyom Local Government Area, the rich tapestry of indigenous traditions and cultural practices calls for educational approaches that extend beyond conventional classroom methods. Informal education—including community-based workshops, cultural storytelling sessions, and peer-led discussions—offers experiential learning opportunities that nurture an appreciation for local heritage and identity. Recent studies highlight that such non-formal learning environments encourage interactive learning and provide platforms for students to engage with cultural narratives, thereby enhancing their overall sense of belonging (Ogunyemi, 2023; Okoro, 2024).
The integration of cultural content through informal channels can address gaps left by formal curricula, which often prioritize standardized testing over cultural competence. This is especially significant in regions like Riyom, where rapid social changes and external influences risk eroding traditional values. Informal educational practices allow students to connect with elders, participate in local festivities, and learn through direct observation of cultural practices, leading to a more holistic educational experience (Abdullahi, 2025). Furthermore, these practices have been shown to promote critical thinking and empathy, as students learn to view cultural differences as assets rather than obstacles. The role of informal education in reinforcing community values and fostering intercultural dialogue is becoming increasingly essential in today’s globalized world.
Despite its promise, the practical implementation of informal education in promoting cultural awareness faces several challenges. Limited resources, inadequate training for facilitators, and the overshadowing influence of formal educational demands often restrict the depth and breadth of informal learning experiences. As modernization and urban migration intensify, there is a risk that the valuable cultural lessons embedded in informal education may be lost. Therefore, evaluating the effectiveness of these educational interventions is crucial for ensuring that cultural heritage remains an active component of student learning and community development (Ogunyemi, 2023; Okoro, 2024). This study, thus, embarks on a comprehensive evaluation of how informal education can serve as an effective tool to revitalize cultural awareness among students in Riyom, ultimately contributing to a more culturally responsive education system.
Statement of the Problem
Although informal education offers promising avenues for enhancing cultural awareness, its potential remains underexploited in Riyom Local Government Area. The predominant reliance on formal education systems, which are heavily oriented toward academic achievement and standardized assessments, often sidelines the rich cultural dimensions inherent in informal learning. Consequently, students may graduate with limited exposure to their cultural heritage, which can lead to a diminished sense of identity and community belonging (Ogunyemi, 2023). Moreover, the scarcity of structured informal educational programs, coupled with insufficient training of educators in culturally responsive pedagogy, has created an environment where cultural transmission is inconsistent and sporadic (Okoro, 2024).
Another significant issue is the rapid pace of modernization, which has disrupted traditional modes of cultural engagement and eroded community-based knowledge systems. This shift has made it challenging to maintain an ongoing dialogue between younger generations and the cultural practices of their forebears. The limited institutional support and funding for informal educational initiatives further exacerbate the problem, resulting in missed opportunities to integrate cultural education into the broader curriculum (Abdullahi, 2025). The gap between the potential benefits of informal education and its actual implementation has led to questions regarding its efficacy as a tool for promoting cultural awareness.
This study seeks to address these issues by evaluating the current state of informal educational practices in Riyom and their impact on students’ cultural awareness. By identifying the challenges and constraints, the research aims to propose practical strategies for enhancing informal education frameworks, thereby ensuring that cultural heritage is effectively transmitted to future generations. The investigation will focus on the interplay between formal and informal educational systems and how a balanced integration can yield improved cultural competence among students.
Objectives of the Study
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To examine the extent to which informal education promotes cultural awareness among students.
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To identify the challenges and opportunities in integrating informal educational practices into the existing curriculum.
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To recommend strategies for optimizing informal education as a tool for cultural preservation and awareness.
Research Questions
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How does informal education influence students’ understanding of cultural heritage in Riyom?
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What challenges impede the effective implementation of informal education in promoting cultural awareness?
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Which strategies can enhance the integration of informal and formal educational practices to benefit cultural transmission?
Research Hypotheses
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H₁: There is a significant positive relationship between participation in informal education programs and students’ cultural awareness.
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H₂: Inadequate teacher training in cultural pedagogy negatively affects the efficacy of informal education.
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H₃: Enhanced community engagement in informal education correlates with increased cultural competence among students.
Significance of the Study
This study is significant as it illuminates the pivotal role informal education can play in preserving cultural heritage while enhancing students’ cultural awareness. By evaluating current practices and identifying key challenges, the research provides actionable insights for policymakers and educators to bridge the gap between formal and informal learning. The findings are expected to foster a more culturally inclusive educational system that not only nurtures academic excellence but also enriches students’ social and cultural identities, ultimately contributing to sustainable community development.
Scope and Limitations of the Study
This study is limited to evaluating informal education as a tool for promoting students’ cultural awareness in Riyom Local Government Area, Plateau State. It focuses solely on the educational practices within this locality, without extending to broader regional or national contexts. Methodological constraints, such as limited access to comprehensive historical data and the reliance on self-reported measures from participants, may affect the generalizability of the findings.
Definitions of Terms
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Informal Education: Non-structured learning experiences that occur outside the formal academic curriculum, often through community-based or experiential learning activities.
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Cultural Awareness: The recognition and appreciation of one’s own cultural identity and that of others, including the traditions, values, and customs that shape social behavior.
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Students: Individuals engaged in learning, typically within a formal educational setting, who also participate in informal educational activities.
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