An appraisal of religious education’s contribution to students’ interest in humanitarian activities in Yola South LGA, Adamawa State
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Background of the Study
Religious education has emerged as a significant factor in inspiring students to engage in humanitarian activities. In Yola South LGA, Adamawa State, educational institutions have increasingly recognized the potential of religious education to foster a sense of compassion, social responsibility, and community service among students (Gambo, 2023). The curriculum is designed to integrate teachings from various religious traditions with practical applications that emphasize the importance of helping others, serving the community, and promoting social justice (Ibrahim, 2024). This holistic approach aims to cultivate not only academic competence but also ethical and humanitarian values. Historically, religious education has been a cornerstone in shaping moral and ethical outlooks, and its modern application in educational settings seeks to address contemporary social challenges (Gambo, 2023). Recent studies indicate that students who are exposed to robust religious education programs demonstrate a higher propensity to participate in humanitarian initiatives, volunteer services, and community development projects (Jibril, 2024). The emphasis on virtues such as empathy, kindness, and altruism is intended to bridge the gap between theoretical religious teachings and practical social engagement. However, challenges remain in ensuring that the curriculum is both comprehensive and adaptable to the evolving needs of a diverse student body. In Yola South LGA, factors such as socio-economic disparities, varying religious interpretations, and limited resources have sometimes hindered the effective integration of religious education with humanitarian practices (Ibrahim, 2024). This study aims to critically assess how religious education contributes to fostering students’ interest in humanitarian activities. By examining curriculum content, pedagogical approaches, and student outcomes, the research seeks to provide insights into the factors that either promote or impede the translation of religious teachings into tangible humanitarian actions. The ultimate goal is to offer recommendations for optimizing religious education programs so that they effectively motivate students to contribute to community welfare and social justice (Jibril, 2024).
Statement of the Problem
Despite the acknowledged potential of religious education to inspire humanitarian activities, there is a notable gap between its theoretical teachings and the actual level of student engagement in such initiatives in Yola South LGA. While the curriculum emphasizes virtues like compassion and service, the extent to which these teachings translate into practical humanitarian actions remains questionable (Gambo, 2023). Educators have observed that, in many instances, the theoretical aspects of religious education do not effectively motivate students to participate in community service projects or volunteer activities. Contributing factors include inadequate practical training, resource constraints, and a lack of structured opportunities for students to engage with local communities (Ibrahim, 2024). Moreover, socio-cultural and economic challenges further complicate the effective implementation of religious education programs aimed at promoting humanitarian values (Jibril, 2024). The gap between curriculum goals and student outcomes suggests that there is a pressing need to re-examine the pedagogical strategies employed in religious education. This study seeks to identify the barriers that hinder the translation of religious teachings into actionable humanitarian interest among students. By exploring these challenges, the research aims to develop a clearer understanding of the factors that impede student engagement in humanitarian activities, thereby providing a foundation for proposing effective curricular reforms and targeted interventions. Ultimately, the study aspires to bridge the divide between religious education theory and practice, ensuring that the teachings inspire a genuine commitment to humanitarian causes among secondary school students in Yola South LGA (Gambo, 2023).
Objectives of the Study
• To evaluate the impact of religious education on students’ interest in humanitarian activities.
• To identify challenges in translating religious teachings into practical humanitarian engagement.
• To propose interventions to enhance the effectiveness of religious education in fostering humanitarian interest.
Research Questions
• How does religious education influence students’ interest in humanitarian activities?
• What challenges hinder the effective application of religious teachings to humanitarian practices?
• What strategies can enhance the integration of religious education with community service initiatives?
Research Hypotheses
• H₁: Religious education significantly increases students’ interest in humanitarian activities.
• H₂: Inadequate practical training negatively affects the translation of religious teachings into humanitarian engagement.
• H₃: Socio-economic factors moderate the relationship between religious education and students’ humanitarian interest.
Significance of the Study
This study is significant as it provides insights into the role of religious education in stimulating humanitarian interests among secondary school students in Yola South LGA. The findings will guide curriculum developers and policymakers in strengthening the practical components of religious education, ultimately promoting active community engagement and social responsibility (Gambo, 2023).
Scope and Limitations of the Study
The study is limited to secondary schools in Yola South LGA, Adamawa State, focusing exclusively on the contribution of religious education to students’ interest in humanitarian activities. Broader religious or educational influences are not considered.
Definitions of Terms
• Religious Education: Instruction aimed at imparting values and teachings from various religious traditions.
• Humanitarian Activities: Actions undertaken to promote human welfare and social justice.
• Community Engagement: Active participation in activities that contribute to the well-being of the local community.
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