Promoting active learning in the Nigerian real property and related programmes: The role of teacher professional development

Active learning has gained widespread acceptance over the past few decades as a way to enhance student learning in higher education institutions (HEIs). Unlike the traditional teacher-focused approach, active learning prioritises the constructivist learning theory and places students at the centre of learning design and delivery. Research shows that active learning can enhance knowledge retention, foster independent learning, and improve student satisfaction. Despite its numerous benefits, however, the adoption of active learning practices by HEI teachers is not always natural or intuitive. To address this challenge, HEIs often provide or mandate teacher professional development (TPD) programmes to enlighten and influence teachers to adopt active learning strategies. However, this practice is not universal. In Nigeria for instance, academics are usually employed based on their relevant (subject-specific) qualifications and are mostly not required to undergo any special teacher training to be promoted. This lack of teacher training opportunities is a significant obstacle to the widespread adoption of active learning practices in the sector. To address this challenge, this study - currently at the data collection stage - assesses the role TPD programmes could play in driving active learning in Nigeria, focusing specifically on the property and related subjects. The study adopts a qualitative research approach and semi-structured interviews for data collection. Data will be collected from Nigerian lecturers who have migrated to take up teaching roles in the UK and those currently lecturing in Nigeria. Ultimately, this research seeks to identify effective TPD strategies that can be employed to promote the adoption of active learning practices in Nigerian HEIs.