An appraisal of the challenges in integrating moral education into science curricula in secondary schools in Maiduguri LGA, Borno State
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Background of the Study
The integration of moral education into science curricula represents a novel approach aimed at developing well-rounded individuals who not only excel academically but also possess strong ethical foundations. In Maiduguri LGA, Borno State, secondary schools are increasingly confronted with the challenge of reconciling scientific rigor with moral instruction. Moral education in this context is envisaged as a means to cultivate critical thinking, ethical reasoning, and responsible conduct in the realm of scientific inquiry (Abdulrahman, 2023). Recent developments in educational theory suggest that embedding moral values within science teaching can enhance students’ understanding of the broader implications of scientific advancements (Ibrahim, 2024). However, the practical integration of moral education into a traditionally empirical discipline poses significant challenges. Teachers in Maiduguri LGA have reported difficulties in balancing the objective, evidence-based nature of science with subjective moral perspectives, which can lead to conflicts in instructional approaches (Hassan, 2025). Additionally, there is often a lack of clearly defined guidelines on how to incorporate ethical issues into the science curriculum without undermining academic content (Suleiman, 2023). The background of this study explores the theoretical underpinnings and practical challenges of merging moral education with science teaching, drawing on contemporary educational research and classroom practices. It highlights the potential benefits of an integrated curriculum that promotes not only scientific literacy but also ethical sensitivity and social responsibility (Bello, 2024). At the same time, the study acknowledges the complexities involved in curriculum design, teacher training, and assessment methodologies that are required to support such integration. In light of recent curricular reforms and the evolving expectations of society, this research seeks to critically evaluate the challenges and opportunities presented by integrating moral education into science curricula. The aim is to provide insights that can inform policy and guide educators in developing teaching practices that effectively merge these two domains, ultimately contributing to the formation of scientifically competent and morally conscious individuals (Olu, 2025).
Statement of the Problem
Integrating moral education into science curricula in secondary schools in Maiduguri LGA presents multifaceted challenges that affect both teaching practices and student outcomes. One major problem is the perceived dichotomy between the empirical nature of science and the subjective elements of moral education (Adamu, 2023). Teachers often struggle to find appropriate pedagogical methods that allow for the simultaneous delivery of scientific content and moral lessons without diluting either aspect (Yusuf, 2024). This challenge is compounded by the absence of comprehensive curriculum guidelines that outline clear objectives for integrating ethical discussions within science subjects. Additionally, there is a concern that the emphasis on moral education may detract from the core scientific competencies that are essential for academic success (Chinedu, 2025). The lack of specialized training for science teachers in incorporating moral values further exacerbates the problem, leading to inconsistencies in instructional quality and student engagement (Omar, 2023). Furthermore, students may experience cognitive dissonance when confronted with the challenge of reconciling logical scientific principles with moral and ethical reasoning, which can hinder their overall learning process. The failure to adequately address these challenges not only impacts the effectiveness of science education but also limits the development of students’ ethical frameworks, which are crucial for responsible citizenship. This study seeks to identify and analyze the structural, pedagogical, and resource-related barriers that impede the successful integration of moral education into science curricula. By doing so, it aims to provide a comprehensive understanding of the issues at hand and propose practical solutions that can enhance the educational experience in Maiduguri LGA, ensuring that students receive a balanced education that meets both academic and moral objectives (Balarabe, 2024).
Objectives of the Study
1. To investigate the challenges of integrating moral education into science curricula.
2. To evaluate the impact of these challenges on both scientific learning and moral development.
3. To propose strategies for effectively merging moral education with science teaching.
Research Questions
1. What are the challenges encountered in integrating moral education into the science curriculum?
2. How do these challenges affect students’ academic and ethical development?
3. What strategies can be employed to improve the integration of moral and scientific education?
Research Hypotheses
1. The current science curriculum inadequately supports the integration of moral education.
2. Teacher training deficiencies negatively affect the successful incorporation of moral values in science classes.
3. A structured integration framework will enhance both scientific understanding and moral development.
Significance of the Study
This study is significant as it examines the critical intersection between science and moral education, providing insights that can improve curriculum design and teacher training in Maiduguri LGA. By identifying the challenges and proposing integrated strategies, the research offers valuable guidance for educators and policymakers. The findings are expected to foster a balanced educational environment that nurtures both scientific acumen and ethical responsibility, ultimately contributing to the development of well-rounded students prepared for contemporary societal challenges (Haruna, 2024).
Scope and Limitations of the Study
This study is limited to exploring the challenges in integrating moral education into the science curricula of secondary schools in Maiduguri LGA, Borno State. It focuses on curriculum content, teacher training, and classroom practices within this specific educational setting.
Definitions of Terms
• Moral Education: Instruction aimed at developing ethical values and principles.
• Science Curriculum: The structured content and instructional strategies used to teach science.
• Integration: The process of combining different educational components into a cohesive whole
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