Role of Social Studies Pedagogical Approaches in Empowering Nigerian Youths for Institutional Stability and Peaceful Social Participation

Youth restiveness, political violence, and declining civic responsibility remain persistent challenges threatening institutional stability in Nigeria. These realities raise concerns regarding the effectiveness of civic education in empowering young people for responsible social participation. This study investigated the role of Social Studies pedagogical approaches in empowering Nigerian youths for institutional stability and peaceful social participation. A parallel mixed-methods research design was adopted, combining quantitative survey data with qualitative insights. The study was conducted in Ekiti, Osun, and Oyo States, with a sample of 930 respondents comprising principals, Social Studies teachers, and senior secondary school students selected through multi-stage sampling. Data were collected using a validated questionnaire (α = 0.82) and reflective qualitative prompts. Quantitative data were analysed using mean, standard deviation, and regression analysis, while qualitative responses were analysed thematically. Findings revealed that institutional stability in schools—manifested through leadership consistency, policy continuity, teacher stability, adequate learning resources, and a supportive psychosocial climate—significantly promotes youth empowerment. The study further found that debate-based instruction reduces restive behaviours (grand mean = 3.23), service learning enhances peaceful social participation (grand mean = 3.31), and problem-based instruction strengthens institutional understanding and stability (grand mean = 3.26). Regression analysis indicated that participatory learning significantly predicts youth empowerment (β = .62, p