HELSINKI JOURNAL OF SOCIAL SCIENCES AND HUMANITIES (HJSSH)
SOCIAL AND PEDAGOGIC CONSTRAINTS IMPINGING ON THE STUDY OF HISTORY EDUCATION IN NIGERIAN TERTIARY INSTITUTIONS
E-ISSN: 7764-9221
P-ISSN: 3442-3567
DOI: https://iigdpublishers.com/article/699
This study primarily addresses the social and cultural impediments that hinder the study of History Education at the college level in Nigeria. History education is a dynamic discipline that aims to enhance young people's self-awareness by imparting moral lessons derived from society's collective experiences. This equips individuals with the skills and knowledge to make beneficial contributions for their own welfare and that of society. The article examines several aspects, including the relevance of History Education in a society facing numerous challenges, the issues associated with prioritising History Education within the educational framework, and potential solutions to these issues. Ultimately, it emphasises the significance of historical education for the whole development of youth and for assisting adults in making informed choices that promote harmonious and productive cohabitation in Nigeria. No nation achieves significant advancement in national development while neglecting the character development of its populace. It states, among other points, that History must to be taught at all educational levels using appropriate techniques and equipment.
Jonathan. Y. Ayibatari PhD & Emeh Blessing Nkiru PhD
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