The influence of religious education on students' attitudes towards racism and discrimination in Makurdi LGA, Benue State.
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Background of the Study
Religious education is widely regarded as a transformative tool in shaping societal values and behaviors, particularly in fostering tolerance and reducing prejudices such as racism and discrimination. In Makurdi LGA, Benue State, the curriculum incorporating religious teachings aims to promote inclusivity and respect for human diversity. This educational approach is premised on the idea that exposure to religious doctrines emphasizing equality, love, and social justice can challenge discriminatory attitudes and encourage harmonious coexistence among students (Chukwu, 2023). Educational practices that integrate religious education with discussions on ethics and social responsibility have been shown to positively influence students’ perceptions of race and culture (Abdulrahman, 2024). In Makurdi, efforts to reduce racism and discrimination are embedded within the religious education curriculum through lessons that highlight the intrinsic worth of every individual, regardless of ethnic background. Such initiatives are further reinforced by community engagement and participatory activities that bring together diverse groups of students, fostering a climate of mutual understanding and respect. Furthermore, educators utilize case studies, role-playing exercises, and group discussions to help students critically analyze social issues related to racism and discrimination, thereby cultivating empathetic attitudes and promoting social cohesion (Ibrahim, 2025). However, while the theoretical framework for combating racism through religious education is well-established, practical challenges remain. Variations in teacher competence, resource availability, and external societal influences often affect the consistent delivery of these ideals in the classroom. This study seeks to examine the extent to which religious education influences student attitudes toward racism and discrimination in Makurdi LGA. By exploring the curriculum, pedagogical approaches, and community dynamics, the research aims to uncover both the strengths and shortcomings of current educational practices. The findings are expected to provide critical insights that will inform policy revisions and teacher training programs, ultimately fostering a more inclusive and equitable educational environment in Makurdi LGA (Abdulrahman, 2024; Musa, 2025).
Statement of the Problem
Despite the integration of religious education into the curriculum as a means to combat racism and discrimination, persistent challenges remain in translating these ideals into consistent behavioral change among students in Makurdi LGA. Although the curriculum outlines principles of equality, respect, and justice, disparities in implementation have led to mixed outcomes. In some instances, students exhibit a strong understanding of anti-discriminatory values, while in others, deeply ingrained societal prejudices undermine the intended lessons. These inconsistencies are further complicated by external pressures, such as media influences and community biases, which can conflict with the educational messages delivered in the classroom (Okafor, 2023). Moreover, variations in teacher preparedness and the lack of standardized training in addressing sensitive topics related to race and discrimination have contributed to an uneven educational experience. Consequently, while religious education has the potential to serve as a powerful catalyst for reducing racism and discrimination, its practical impact is diluted by systemic challenges that impede effective delivery. This study will investigate these issues by examining the curriculum content, teacher training, and the broader socio-cultural context in Makurdi LGA. The goal is to identify specific barriers to the successful implementation of anti-discriminatory education and to propose actionable strategies that can bridge the gap between theoretical principles and actual student behavior. Addressing these challenges is imperative to ensure that religious education fulfills its role in cultivating a more inclusive and tolerant society, thereby mitigating the adverse effects of racism and discrimination among the youth (Okafor, 2023; Musa, 2025; Chukwu, 2023).
Objectives of the Study:
• To examine the impact of religious education on reducing racist and discriminatory attitudes among students.
• To identify the challenges affecting the effective implementation of anti-discriminatory religious education in Makurdi LGA.
• To suggest improvements for curriculum and teacher training to enhance the outcomes of religious education in combating racism.
Research Questions:
• How does religious education influence students’ attitudes towards racism and discrimination?
• What are the primary challenges in delivering anti-discriminatory content in religious education?
• How can curriculum and teacher training be improved to promote inclusivity?
Research Hypotheses:
• H₁: Religious education significantly reduces racist and discriminatory attitudes among students.
• H₂: Inadequate teacher training undermines the effectiveness of anti-discriminatory messages.
• H₃: Enhanced curriculum content improves student acceptance of diversity.
Significance of the Study
The study is significant because it addresses the critical issue of racism and discrimination in educational settings through the lens of religious education. By evaluating the effectiveness of current curricular practices and identifying key challenges, the research will offer targeted recommendations for improving teacher training and curriculum design. These improvements are anticipated to foster a more inclusive learning environment, benefiting students, educators, and the wider community in Makurdi LGA.
Scope and Limitations of the Study:
This study is confined to secondary schools in Makurdi LGA, Benue State, focusing on religious education programs related to anti-discrimination. Limitations include varying levels of resource availability and differences in teacher expertise.
Definitions of Terms:
• Racism: Prejudice or discrimination against individuals based on their race or ethnicity.
• Discrimination: Unjust or prejudicial treatment of different categories of people.
• Inclusivity: The practice of ensuring all individuals are valued and have equal access to opportunities.
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