An appraisal of religious education’s influence on students’ sense of national pride in Minna LGA, Niger State
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Background of the Study
Religious education has long been an integral component of the educational landscape in many parts of Nigeria, often serving as a conduit for transmitting cultural values and national ideals. In Minna LGA, Niger State, religious education plays a significant role in shaping the identity of students by instilling a sense of national pride and civic responsibility. This study critically examines how religious education influences students’ perceptions of their nation, focusing on the integration of moral teachings, historical narratives, and spiritual values that are embedded in religious curricula (Okoro, 2023). Over recent years, scholars have argued that religious teachings contribute to a unifying sense of belonging among diverse student populations by linking moral conduct with national identity (Adebayo, 2024). Moreover, religious education has evolved to encompass discussions about citizenship, ethical leadership, and social responsibility, which further reinforces students’ allegiance to national symbols and traditions (Eze, 2025). The growing complexity of Nigeria’s multicultural society necessitates a nuanced approach to understanding how religious education impacts national pride. Contemporary research indicates that a well-integrated religious education program not only addresses spiritual needs but also provides a framework for understanding social and political responsibilities (Ibrahim, 2023). However, the intersection between religious instruction and the development of national pride is not without challenges; factors such as curriculum content, teaching methodologies, and external socio-political influences may either enhance or undermine these educational outcomes (Abdul, 2024). This study situates itself within this broader discourse by exploring the ways in which religious education in Minna LGA fosters a sense of national unity and pride among students, while also critically evaluating the potential limitations inherent in current pedagogical practices (Bello, 2025). Through an extensive review of literature and empirical inquiry, the research intends to bridge gaps in knowledge regarding the pedagogical impact of religious education on national identity. Such an exploration is particularly timely given the increasing emphasis on national integration in post-colonial educational reforms, where religious teachings are seen as both a resource and a challenge in promoting a cohesive national identity (Ogunleye, 2023). The study will therefore assess the dynamics between religious content and nationalistic sentiment, drawing on qualitative data from educational institutions in Minna LGA.
Statement of the Problem
Despite the recognized role of religious education in fostering national pride, challenges persist in ensuring that its impact is uniformly positive and effective in Minna LGA. There is a growing concern that the curriculum may not adequately address the contemporary realities of national identity, resulting in a disconnect between traditional religious teachings and modern civic expectations (Akinola, 2023). Educators report that while students are exposed to religious values, the translation of these values into a broader sense of national pride is often inconsistent and mediated by extraneous socio-political factors (Chukwu, 2024). Furthermore, the methods employed in teaching religious education may inadvertently promote sectarian biases instead of a unified national sentiment, thereby limiting the potential for these teachings to cultivate a well-rounded patriotic outlook (Ibrahim, 2023). In some instances, the content of religious education has been criticized for being overly doctrinal, which restricts opportunities for critical engagement with national history and civic life (Adeyemi, 2024). This study identifies a critical gap in the literature concerning the measurable outcomes of religious education on national pride, particularly in regions such as Minna LGA where the interplay between traditional values and modern state ideologies is complex (Olu, 2025). The research problem is further compounded by disparities in teacher preparedness and resource allocation, which challenge the effective integration of religious and civic education. In addressing these issues, this study will explore how curricular design, teacher training, and community involvement can be optimized to enhance the positive impact of religious education on students’ sense of national identity. The aim is to provide a comprehensive understanding of the mechanisms by which religious education can be harnessed to promote national pride, while also highlighting areas in need of reform and targeted intervention (Balogun, 2023).
Objectives of the Study
1. To examine the content and delivery of religious education in fostering national pride among students.
2. To identify the strengths and weaknesses of current pedagogical practices in Minna LGA.
3. To recommend strategies for enhancing the role of religious education in promoting national identity.
Research Questions
1. How does the curriculum of religious education influence students’ sense of national pride?
2. What are the perceived strengths and limitations of current religious education practices in Minna LGA?
3. In what ways can teaching methodologies be improved to strengthen nationalistic values?
Research Hypotheses
1. There is a positive relationship between the quality of religious education and the level of national pride among students.
2. Inadequate teacher training significantly undermines the potential of religious education to foster national pride.
3. Integrating contemporary national issues into religious education will enhance students’ patriotic sentiments.
Significance of the Study
This study is significant as it provides insights into the transformative potential of religious education in cultivating national pride. By critically evaluating current curricular practices and identifying gaps, the research offers practical recommendations for policymakers and educators. The findings are expected to enhance curriculum development and teacher training programs, ultimately contributing to a more unified national identity. Moreover, the study serves as a resource for further research in the intersection of education, religion, and nationalism, informing future reforms in educational policy (Uche, 2024).
Scope and Limitations of the Study
This study is limited to exploring the influence of religious education on students’ sense of national pride in Minna LGA, Niger State. It focuses exclusively on the curriculum, teaching methodologies, and contextual factors relevant to this locality.
Definitions of Terms
• Religious Education: The structured instruction aimed at imparting religious beliefs, values, and practices.
• National Pride: A sense of loyalty and admiration for one’s country and its cultural heritage.
• Students: Individuals enrolled in educational institutions who are recipients of the religious education curriculum.
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