Curriculum as an Agent of Value Reorientation in Contemporary Nigeria

The increasing decline in moral values, civic responsibility, and national unity in Nigeria has raised critical concerns about the role of education in reversing these negative trends. Amid rising incidents of corruption, youth restiveness, intolerance, and social disintegration, the school curriculum is increasingly being recognized as a vital agent for national value reorientation. This paper examines the potential of the Nigerian curriculum to serve as a transformative tool for cultivating ethical behavior, civic consciousness, and responsible citizenship in contemporary society. Anchored on national policy documents and educational theories, the study explores how subjects such as Civic Education, Social Studies, Religious Studies, and Security Education are infused with value-laden content that promotes integrity, tolerance, patriotism, and respect for human rights. The paper also analyzes the roles of the curriculum, teacher modeling, participatory pedagogy, and digital tools in fostering value internalization among learners. Despite these prospects, the study identifies several challenges, including curriculum overload, poor teacher quality, exam-oriented instruction, societal contradictions, and inadequate resources. To address these limitations, the paper recommends a comprehensive strategy involving curriculum review, teacher retraining, integration of service learning, national monitoring frameworks, community engagement, and the use of technology and media in value delivery. Through a multi-stakeholder and whole-school approach, the curriculum can be repositioned to not only produce academically competent graduates but also morally grounded and civically engaged citizens. The paper concludes that for Nigeria to achieve sustainable development, peace, and national unity, value reorientation through curriculum must be treated as a national imperative rather than a supplementary goal.