The influence of religious education on students’ views on gender equality in Makurdi LGA, Benue State
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- NGN 5000
Background of the Study
Gender equality has emerged as a pivotal issue in contemporary society, with educational institutions playing a crucial role in shaping perceptions and attitudes. In Makurdi LGA, Benue State, religious education is a significant factor influencing how students view gender equality. This study explores the impact of religious teachings on students’ attitudes toward equal rights and opportunities for all genders. Religious education in Makurdi often emphasizes moral values such as fairness, justice, and respect, which are fundamental to the concept of gender equality (Okeke, 2023). However, traditional religious interpretations have historically delineated specific roles for males and females, which can sometimes conflict with modern principles of equality. The current educational climate in Makurdi is marked by efforts to balance these traditional views with progressive ideals, thus making it an ideal context for investigating how religious education contributes to evolving gender perspectives.
The curriculum in many schools incorporates religious instruction that is intended not only to impart doctrinal knowledge but also to encourage critical reflection on social issues, including gender roles. This dual approach allows students to examine established religious narratives alongside contemporary debates on gender equality. Educators employ a variety of pedagogical methods such as discussions, debates, and role-playing to challenge stereotypical notions and promote a more egalitarian outlook (Eze, 2024). In addition, community and religious leaders in Makurdi have increasingly advocated for gender-sensitive interpretations of religious texts, emphasizing that equality is compatible with religious values. Such initiatives provide students with a framework for understanding gender relations in a balanced manner, integrating both traditional and modern viewpoints.
As society continues to evolve, the influence of religious education on gender equality remains a subject of considerable interest and debate. While some argue that religious education can reinforce conservative gender roles, others contend that it has the potential to foster progressive attitudes when contextualized appropriately. This study seeks to clarify these dynamics by examining the factors that shape students’ views on gender equality, and by evaluating the extent to which religious education can serve as a catalyst for positive social change in Makurdi. The outcomes of this research may provide valuable insights for educators, policymakers, and religious leaders aiming to promote gender equality through educational reforms (Chukwu, 2025).
Statement of the Problem
Notwithstanding the progressive efforts in many educational institutions, there remains a persistent challenge in reconciling traditional religious teachings with modern notions of gender equality in Makurdi LGA. While the religious education curriculum promotes moral values such as fairness and respect, it simultaneously presents traditional interpretations that often assign fixed roles to males and females. This duality creates confusion among students regarding the true meaning of gender equality. Many students struggle to reconcile these conflicting messages, leading to inconsistent views on issues such as leadership roles, employment opportunities, and social responsibilities. The challenge is further compounded by the influence of societal norms and cultural expectations that reinforce gender stereotypes. This discrepancy suggests that while the curriculum may advocate for equality in theory, its practical implementation does not always translate into progressive attitudes among students (Okoro, 2023).
Moreover, the lack of standardized instructional strategies that explicitly address gender issues within a religious framework exacerbates the problem. Educators may vary in their interpretation and presentation of gender roles, resulting in a fragmented understanding among students. External influences such as media portrayals and traditional community practices further undermine efforts to promote a balanced view of gender equality. Consequently, there is an urgent need to evaluate the effectiveness of current religious education in fostering a comprehensive understanding of gender equality. This study aims to identify the gaps in the curriculum and propose strategies for integrating a gender-sensitive approach that is compatible with religious teachings. The goal is to ensure that the values of fairness and respect are consistently conveyed and internalized by students, thereby bridging the gap between doctrinal teachings and contemporary gender expectations (Ifeoma, 2024).
Objectives of the Study:
1. To examine the influence of religious education on students’ views on gender equality.
2. To evaluate the extent to which the curriculum integrates gender-sensitive content.
3. To propose strategies for reconciling traditional religious teachings with modern gender equality ideals.
Research Questions:
1. How does religious education influence students’ views on gender equality in Makurdi LGA?
2. What are the prevailing gender-related messages in the current religious curriculum?
3. How can religious education be reformed to promote a more balanced perspective on gender equality?
Research Hypotheses:
1. Religious education significantly influences students’ views on gender equality.
2. Curricula that incorporate explicit gender-sensitive content yield more progressive attitudes.
3. Socio-cultural influences moderate the relationship between religious education and perceptions of gender equality.
Significance of the Study
This study is significant as it explores the critical role of religious education in shaping students’ perceptions of gender equality in Makurdi LGA. The findings will provide valuable insights for educators and policymakers seeking to harmonize traditional religious values with contemporary gender ideals. By identifying gaps in the curriculum and suggesting targeted reforms, the study contributes to the broader discourse on gender equality and educational modernization, ensuring that future generations are equipped with progressive, yet culturally respectful, perspectives (Nwankwo, 2024).
Scope and Limitations of the Study:
This study is limited to examining the influence of religious education on students’ views on gender equality in Makurdi LGA, Benue State. It focuses on secondary schools and does not extend to primary or tertiary institutions or external societal influences.
Definitions of Terms:
1. Gender Equality: The principle that all genders should have equal rights, responsibilities, and opportunities.
2. Religious Education: A formal system of instruction that integrates religious teachings with moral and ethical values.
3. Perspective: The individual interpretation and attitude toward a particular social issue.
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