The influence of religious education on students' respect for human dignity in Minna LGA, Niger State.
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Background of the Study
Human dignity is a fundamental principle in the construction of a just and equitable society, and religious education is often seen as a crucial vehicle for instilling this value in young minds. In Minna LGA, Niger State, religious education is integrated into the secondary school curriculum with the objective of fostering respect for human dignity among students. The curriculum is carefully designed to address not only the doctrinal aspects of various religions but also the broader ethical implications related to the intrinsic worth of every human being. Through classroom instruction, discussions, and community engagement, students are exposed to narratives and teachings that emphasize compassion, respect, and the inherent value of human life (Adewale, 2023). Research suggests that religious teachings, when effectively imparted, can play a significant role in reducing instances of dehumanization and promoting an environment of mutual respect (Bello, 2024). In Minna, educators leverage these teachings to encourage students to challenge discriminatory practices and to appreciate the diversity of human experiences. Moreover, religious education provides a framework for students to reflect on their own behaviors and attitudes towards others, thereby promoting a sense of social responsibility and empathy (Chinaza, 2025). However, the practical impact of these initiatives is often challenged by socio-economic factors, cultural prejudices, and varying levels of teacher expertise. This study seeks to critically examine how religious education influences respect for human dignity in secondary schools in Minna LGA by investigating the relationship between curriculum content, teaching practices, and student perceptions. By analyzing qualitative and quantitative data from various schools, the research will identify key strengths and shortcomings in current approaches, with the aim of offering recommendations for curricular improvement. Ultimately, the findings of this study are expected to provide insights into how religious education can be optimized to cultivate a generation of students who not only understand the importance of human dignity but are also committed to upholding it in their daily lives (Adewale, 2023; Bello, 2024; Chinaza, 2025).
Statement of the Problem
Although religious education in Minna LGA is designed to instill respect for human dignity, there is a noticeable gap between the intended curriculum outcomes and the actual attitudes observed among secondary school students. While the curriculum emphasizes the inherent worth of every individual, many students continue to exhibit behaviors that undermine the principle of human dignity, such as bullying, discrimination, and a lack of empathy towards marginalized groups. This discrepancy raises questions about the effectiveness of the current teaching methodologies and the adequacy of teacher training programs. Factors contributing to the problem include inconsistent implementation of religious teachings, socio-economic disparities that influence student behavior, and cultural biases that are resistant to change. These issues are further compounded by limited community involvement in reinforcing the values taught in school, thereby weakening the overall impact of religious education. The present study aims to explore these challenges in depth by examining how curriculum design, pedagogical strategies, and external societal factors interact to affect student attitudes. By identifying the barriers to effective value transmission, the research intends to provide actionable recommendations that can enhance the capacity of religious education programs to foster genuine respect for human dignity. Addressing these challenges is essential to bridge the gap between educational theory and practice, ensuring that the ideals of respect and dignity become embedded in the everyday lives of students (Okoro, 2023; Ibrahim, 2024; Musa, 2025).
Objectives of the Study:
• To evaluate the influence of religious education on respect for human dignity among students.
• To identify challenges affecting the effective teaching of human dignity principles in Minna LGA.
• To propose recommendations for improving curricular and teaching practices in religious education.
Research Questions:
• How does religious education affect students’ respect for human dignity?
• What challenges do educators face in promoting human dignity through religious teachings?
• What strategies can be implemented to improve the effectiveness of religious education in this regard?
Research Hypotheses:
• H₁: Religious education significantly enhances students’ respect for human dignity.
• H₂: Variability in teacher competence affects the delivery of human dignity principles.
• H₃: Increased community involvement improves the outcomes of religious education on human dignity.
Significance of the Study
This study is significant as it provides an in-depth examination of how religious education influences respect for human dignity among secondary school students in Minna LGA. By identifying the challenges and proposing effective strategies, the research will offer valuable insights for educators, curriculum designers, and policymakers. The findings aim to enhance teaching practices and foster an inclusive school culture that upholds the inherent worth of every individual, thereby contributing to a more just and empathetic society.
Scope and Limitations of the Study:
The study is limited to secondary schools in Minna LGA, Niger State, focusing on religious education programs related to human dignity. Limitations include differences in school resources and teacher expertise.
Definitions of Terms:
• Human Dignity: The inherent value and worth of every individual.
• Religious Education: Instruction that incorporates ethical, moral, and spiritual teachings based on religious traditions.
• Empathy: The ability to understand and share the feelings of others.
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