The influence of religious education on the conflict resolution skills of secondary school students in Kaduna North LGA, Kaduna State
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Background of the Study
Conflict resolution skills are essential for fostering peaceful coexistence and effective interpersonal relationships, particularly in diverse educational settings. In Kaduna North LGA, Kaduna State, religious education is increasingly recognized as a medium through which students acquire these vital skills. The teachings of various religious traditions emphasize reconciliation, forgiveness, and mutual understanding—values that are critical in managing conflicts. Through structured religious instruction, students are exposed to conflict resolution strategies that draw on moral and ethical precepts, thereby equipping them with the tools necessary to navigate disputes in academic and personal settings (Lawal, 2023).
Religious education in Kaduna North typically integrates lessons on compassion, patience, and the importance of dialogue. These principles are conveyed not only through theoretical instruction but also through practical exercises such as role-playing and group discussions. Such activities enable students to simulate conflict scenarios and practice effective resolution techniques in a controlled environment. This experiential approach reinforces the notion that conflicts, when managed with empathy and understanding, can lead to positive outcomes and stronger community ties (Abdulrahman, 2024).
The current socio-cultural landscape in Kaduna North, characterized by ethnic and religious diversity, further underscores the importance of conflict resolution skills. In such a context, religious education can serve as a unifying force by promoting common values and ethical standards. Educators and community leaders have observed that students who are well-versed in religious teachings on peace and reconciliation are more adept at resolving disputes amicably. This study aims to examine how religious education influences the conflict resolution skills of secondary school students, with a focus on identifying the pedagogical strategies that are most effective in imparting these skills. The research also seeks to explore the broader implications of these findings for social harmony and educational practice in conflict-prone environments (Nasir, 2025).
Statement of the Problem
Despite the potential benefits of religious education in enhancing conflict resolution skills, there remains a significant gap between theoretical instruction and practical application among secondary school students in Kaduna North LGA. While the curriculum emphasizes moral teachings that advocate for peace and reconciliation, students often struggle to apply these principles in real-life conflict situations. Factors such as peer pressure, socio-economic disparities, and exposure to violent media may dilute the effectiveness of religious education in fostering genuine conflict resolution abilities. This inconsistency poses a challenge for educators who seek to prepare students to manage interpersonal disputes effectively (Ahmed, 2023).
Additionally, there is a lack of empirical data on the extent to which religious education contributes to the development of conflict resolution skills. Existing studies offer mixed results, with some indicating a strong correlation between religious instruction and conflict management, while others suggest minimal impact. This disparity may be attributed to variations in teaching methods, curricular content, and the influence of external socio-cultural factors. Consequently, there is an urgent need to systematically investigate the mechanisms through which religious education influences conflict resolution, and to identify the key components of the curriculum that drive these outcomes (Sani, 2024). The study will assess the current pedagogical practices, evaluate student competencies in conflict resolution, and propose recommendations to enhance the integration of practical conflict management strategies within the religious education framework. Addressing these issues is vital for cultivating a generation of students who are not only academically proficient but also capable of contributing to a more peaceful and cohesive society (Umar, 2025).
Objectives of the Study:
1. To determine the influence of religious education on the conflict resolution skills of secondary school students.
2. To evaluate the effectiveness of current pedagogical approaches in imparting conflict resolution skills.
3. To propose curricular enhancements for improved conflict management training.
Research Questions:
1. How does religious education influence conflict resolution skills among secondary school students in Kaduna North LGA?
2. What teaching methods are most effective in developing these skills?
3. How can the curriculum be enhanced to better address conflict resolution?
Research Hypotheses:
1. Religious education significantly improves conflict resolution skills in secondary school students.
2. Interactive and experiential teaching methods are more effective than traditional lectures in imparting conflict resolution skills.
3. External socio-cultural factors moderate the impact of religious education on conflict resolution abilities.
Significance of the Study
This study is significant as it explores the role of religious education in developing conflict resolution skills among secondary school students in Kaduna North LGA. The findings will provide valuable insights for educators and policymakers seeking to integrate effective conflict management strategies into the curriculum. By identifying best practices and potential areas for improvement, the research aims to contribute to enhanced social cohesion and reduced incidences of conflict within schools and the broader community (Bello, 2023).
Scope and Limitations of the Study:
This study is limited to assessing the influence of religious education on the conflict resolution skills of secondary school students in Kaduna North LGA, Kaduna State. It focuses solely on the curricular and pedagogical aspects, excluding external factors beyond the educational context.
Definitions of Terms:
1. Conflict Resolution: The process of resolving disputes and disagreements through dialogue, negotiation, and compromise.
2. Religious Education: Instruction that integrates religious values, ethical teachings, and moral principles.
3. Conflict Management: Strategies and techniques employed to prevent or resolve disputes in an effective and peaceful manner.
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