An assessment of religious education’s contribution to students’ understanding of ethics in social media usage in Makurdi LGA, Benue State
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Background of the study
Religious education has long been recognized as a pivotal element in shaping moral and ethical values among students. In Makurdi LGA, Benue State, increasing concerns over social media usage have underscored the need to explore how religious teachings contribute to ethical decision-making online. In an era where social media platforms are integral to daily life, students face numerous ethical dilemmas—from cyberbullying and data privacy issues to misinformation and online harassment. Religious education, with its foundation in moral instruction, offers a counterbalance to these challenges by instilling principles of honesty, respect, and integrity. Recent studies suggest that a curriculum enriched with religious ethics can enhance students’ critical thinking skills when evaluating the ethical implications of social media interactions (Adebayo, 2023). This study examines how religious education influences students’ capacity to discern ethical behavior online, exploring the integration of traditional moral values with modern digital ethics. The historical evolution of religious education in the region has been characterized by an emphasis on community values and personal responsibility, which are now being re-evaluated in light of the digital revolution (Okoro, 2024). With social media usage accelerating among youths, there is a growing need to understand how religious perspectives provide guidance in contexts where virtual anonymity and rapid communication can blur ethical boundaries. The discussion includes how educators leverage religious doctrines to confront emerging challenges posed by technology. Such integration is crucial in an educational environment where ethical lapses have far-reaching consequences on interpersonal relationships and societal cohesion. Furthermore, this study situates itself within the broader context of educational reforms that call for a more holistic approach to teaching ethics. The interplay between digital literacy and moral education becomes particularly significant as it offers a framework for developing responsible digital citizens. By synthesizing contemporary research with traditional religious values, this investigation aims to fill a gap in current scholarship regarding ethical formation in the age of social media (Balogun, 2023). This background lays the foundation for understanding the multifaceted role that religious education plays in reinforcing ethical conduct online, as well as the potential for curriculum development that holistically addresses the challenges of modern digital life.
Statement of the problem
Despite the acknowledged importance of religious education in fostering ethical behavior, there remains a critical gap in understanding its practical impact on students’ ethical decision-making in digital environments. In Makurdi LGA, while religious education is incorporated into the school curriculum, there is limited empirical evidence on how effectively it addresses the ethical dilemmas posed by social media. Many educators have observed that students often struggle to apply traditional ethical principles to the dynamic and sometimes ambiguous context of online interactions. This disconnect raises questions about the adequacy of current religious educational strategies in preparing students for the digital age (Eze, 2024). Moreover, instances of cyberbullying, online deception, and the spread of misinformation indicate that existing instructional methods may not be sufficiently tailored to address the ethical challenges unique to social media. Consequently, there is an urgent need to critically assess whether religious education can adapt to these changes and actively contribute to the development of a sound ethical framework for digital conduct. The problem is compounded by rapid technological advancements and evolving digital cultures that may outpace traditional pedagogical approaches. As such, stakeholders—including educators, policymakers, and parents—are calling for an in-depth investigation into how religious instruction can be reformed to bridge this gap. Additionally, the interplay between cultural, social, and religious influences in Makurdi LGA further complicates the issue, necessitating a nuanced analysis that considers local realities and global digital trends (Adetola, 2023). Addressing this problem is vital for ensuring that students are not only technologically adept but also equipped with the moral compass needed to navigate the complexities of the digital world.
Objectives of the study
• To determine the impact of religious education on students’ ethical decision-making on social media.
• To examine the methods employed by educators in integrating religious ethics into digital literacy.
• To identify potential areas for curriculum enhancement to better address online ethical challenges.
Research questions
• How does religious education influence students’ understanding of ethics in social media usage?
• What teaching strategies are effective in integrating religious ethics with digital literacy?
• What challenges do educators face in imparting ethical values relevant to online behavior?
Research Hypotheses
• H₁: There is a significant relationship between religious education and students’ ethical behavior on social media.
• H₂: Integrative teaching strategies that combine religious ethics with digital literacy enhance ethical decision-making among students.
• H₃: Inadequate curriculum adaptation is a major challenge in effectively addressing online ethical dilemmas.
Significance of the study
This study is significant as it provides empirical insights into the role of religious education in shaping ethical standards among students in the digital era. By bridging the gap between traditional moral instruction and modern digital challenges, the findings could inform curriculum development and pedagogical strategies. Enhanced understanding of these dynamics can aid educators, policymakers, and stakeholders in fostering responsible digital citizenship. Moreover, the research will contribute to academic discourse on the integration of ethical education and technology, ultimately promoting a more harmonious and ethical online community (Ibrahim, 2023).
Scope and limitations of the study
The study is limited to assessing the contribution of religious education to students’ understanding of ethics in social media usage in Makurdi LGA, Benue State. It focuses solely on the local educational context, teacher strategies, and student experiences without extending to other regions or educational levels.
Definitions of terms
• Religious Education: A structured program designed to impart moral and ethical teachings based on religious doctrines.
• Ethics: Principles that govern conduct, especially concerning right and wrong in societal interactions.
• Social Media: Digital platforms that facilitate interactive communication and content sharing among users.
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