Critical Thinking for Global Citizenship Education in Nigeria

Abstract

This study explores the role of critical thinking in promoting global citizenship education in Nigeria. As the world becomes more interconnected, the need for students to develop critical thinking skills that enable them to engage with complex global issues is paramount. However, the integration of critical thinking in Nigerian educational institutions remains limited due to  traditional pedagogical methods, a lack of teacher training, and curriculum constraints. This research investigates the current state of critical thinking within Nigeria's education system, examines its impact on students' academic performance, and explores its potential to foster global citizenship. Using a mixed-methods approach, the study analyzes data collected from educators, students, and educational policymakers. Findings suggest that while critical thinking is recognized as essential, its application is sporadic and often confined to higher education settings. The study concludes that for Nigeria to prepare its students to be active, informed, and responsible global citizens, critical thinking must be incorporated into the national curriculum, and educators must be equipped with the necessary tools to foster these skills. Recommendations include curriculum reforms, teacher training initiatives, and the creation of active learning environments to nurture critical thinking and global citizenship. This research contributes to the discourse on educational reform in Nigeria and provides insights into how critical thinking can be leveraged to address global challenges, ultimately enhancing students' ability to navigate and contribute to a rapidly evolving world