CURRICULUM RESPONSIVENESS TO SUSTAINABLE DEVELOPMENT GOALS (SDGS): ASSESSING MATHEMATICS AND ECONOMICS IN SECONDARY SCHOOLS IN IMO STATE, NIGERIA

Abstract

This study examines the responsiveness of Mathematics and Economics curriculum in relation to the SDGs in secondary schools in Imo State, Nigeria. This particular study emanated from the awareness that there was a pressing need to integrate sustainable competences into curricula to ensure that learners were prepared adequately with knowledge, skills, and values needed to tackle new social, economic, and environmental challenges. More precisely, the aim was to evaluate the extent of integration of sustainable competences, the pedagogy adopted, and challenges faced in their adoption. A descriptive survey methodological approach was adopted in this present study. The population of the study was composed of 7,458 Senior Secondary School students in government secondary schools in Imo State out of which 400 were sampled using the proportionate stratified random sampling technique. The tool used for data collection was a researcher-constructed Curriculum Responsiveness to SDGs Questionnaire (CRSDGQ) which had a reliability index of 0.82. Sustainability competencies are highly embedded in the teaching of Mathematics (x¯=2.69) and the
teaching of Economics (x¯=2.67). Teachers adopt different instructional approaches like discussion, inquiry, cooperative/collaborative learning, and projects to promote sustainability competencies. It was found out, however, that issues such as inability to build teacher capacities, inadequacy in terms of availability of learning materials, large class size, and curriculum that revolves around examinations are some of the challenges that have been encountered in incorporating SDG competencies in the teaching of Mathematics and Economics. Conclusion As can be seen from this study, there is relatively high incorporation of SDG competencies in Mathematics and Economics despite the challenges associated with the same. There is a need to enhance teachers' capacities, learning materials, curriculum, and other issues so as to ensure sustainability in this area of education.