The influence of religious education on students' acceptance of different religious practices in Yola North LGA, Adamawa State.
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Background of the Study
In a society marked by diverse cultural and religious identities, religious education plays a pivotal role in promoting tolerance and acceptance. In Yola North LGA, Adamawa State, the curriculum is designed to expose students to various religious practices and beliefs, fostering an environment of mutual respect and understanding. The integration of religious education into the school system is intended not only to impart doctrinal knowledge but also to encourage a broader acceptance of different religious traditions. This inclusive approach is vital in a region where interfaith dynamics shape social interactions and community cohesion (Jibril, 2023). Research has demonstrated that when students are educated about the tenets of multiple religious traditions, they are more likely to develop empathetic attitudes and a balanced perspective on religious diversity (Umar, 2024). In Yola North, religious education is viewed as a mechanism for reducing prejudices and bridging divides that may arise from cultural misunderstandings. The curriculum emphasizes dialogue, critical inquiry, and reflective practices that enable students to appreciate the richness of various religious practices without compromising their own beliefs. Moreover, teachers play a crucial role in mediating these discussions by creating safe spaces for expression and debate, which in turn helps students to negotiate their own beliefs while respecting others (Bello, 2025). Despite these positive intentions, there are concerns regarding the uniformity of educational practices and the potential for bias in the delivery of religious content. The challenges associated with curriculum standardization, teacher preparedness, and resource allocation necessitate a thorough investigation into how religious education influences students’ acceptance of diverse religious practices. This study aims to explore these dynamics by examining curricular frameworks, pedagogical strategies, and the broader socio-cultural context in which religious education is delivered in Yola North LGA. The findings are expected to contribute to a better understanding of how educational policies can be reformed to enhance inter-religious harmony and promote a culture of acceptance among young learners (Sani, 2024; Lawal, 2025).
Statement of the Problem
Despite the progressive design of religious education curricula aimed at fostering acceptance of diverse religious practices, challenges persist in Yola North LGA, Adamawa State. There is a noticeable discrepancy between the curriculum’s inclusive goals and the actual outcomes observed in student attitudes. Some students continue to exhibit intolerance or skepticism towards unfamiliar religious practices, a phenomenon that may be attributed to inconsistent teaching methods, lack of comprehensive training for educators, and entrenched cultural biases. These issues suggest that the potential of religious education to promote acceptance is not being fully realized. Additionally, external factors such as socio-political influences, media portrayals, and community pressures further complicate the educational environment, creating a scenario where students may struggle to reconcile academic teachings with their lived experiences (Ibrahim, 2023). The problem is compounded by limited resources and insufficient support mechanisms for teachers who are tasked with navigating sensitive inter-religious discussions. This misalignment between the curriculum’s objectives and classroom realities calls for a detailed investigation into the effectiveness of current pedagogical approaches. The study seeks to identify the factors contributing to the gap between theory and practice and to propose actionable strategies for enhancing the educational process. In doing so, it will analyze the role of teacher competence, curriculum design, and community engagement in shaping student attitudes towards different religious practices. Ultimately, addressing these challenges is critical to ensuring that religious education fulfills its promise of cultivating an environment of tolerance and mutual respect in Yola North LGA (Abdullahi, 2024; Musa, 2025; Jibril, 2023).
Objectives of the Study:
• To determine the effect of religious education on the acceptance of diverse religious practices.
• To examine the challenges that hinder the effective teaching of inter-religious concepts in Yola North LGA.
• To develop recommendations for enhancing curricular strategies to promote religious tolerance.
Research Questions:
• How does religious education affect students’ acceptance of different religious practices?
• What challenges do teachers face in delivering an inclusive religious education curriculum?
• How can the curriculum be improved to better foster inter-religious understanding?
Research Hypotheses:
• H₁: There is a significant positive relationship between religious education and the acceptance of diverse religious practices among students.
• H₂: Inadequate teacher training negatively influences the effective delivery of inter-religious education.
• H₃: Community perceptions significantly impact the acceptance of different religious practices among students.
Significance of the Study
This study is important as it addresses the critical need for enhanced inter-religious tolerance through education. By identifying gaps in current practices and offering strategies for improvement, the research will benefit educators, policymakers, and community leaders. The outcomes aim to promote an inclusive educational environment in Yola North LGA, fostering mutual respect and social harmony, which are essential for long-term community cohesion.
Scope and Limitations of the Study:
The study is limited to secondary schools in Yola North LGA, Adamawa State, focusing on curriculum content, teacher practices, and community influences related to religious education. Limitations include potential variability in school resources and differences in instructor expertise.
Definitions of Terms:
• Religious Education: Academic instruction that encompasses teachings about various religious beliefs and practices.
• Inter-religious Tolerance: The acceptance and respect for beliefs and practices different from one’s own.
• Curriculum Inclusivity: The degree to which educational content accommodates and respects diverse cultural and religious perspectives.
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