Evaluation of Benchmark Minimum Academic Standards and Core Curriculum Minimum Academic Standards in Addressing Global Challenges among Universities in Nigeria
DOI:
https://doi.org/10.64348/zije.2026376Abstract
This empirical study examined the adaptation of Nigerian university curricula to address global challenges through the implementation of Benchmark Minimum Academic Standards (BMAS) and Core Curriculum Minimum Academic Standards (CCMAS). A mixed-methods approach was employed, analyzing data from 45 Nigerian universities, 1,250 faculty members, and 3,500 students across six geopolitical zones. Results indicate that 67% of universities have partially implemented CCMAS frameworks, with 34% showing significant adaptation to change challenges and 52% incorporating global competency standards. Key findings revealed implementation gaps in 78% of institutions, with resource constraints affecting 89% of surveyed universities. Student satisfaction with adapted curricula averaged 3.2/5.0, while employer satisfaction with graduate competencies reached 3.8/5.0. The study demonstrates that systematic curriculum adaptation through BMAS and CCMAS frameworks significantly enhances graduate employability (p<0.05) and institutional global competitiveness. These findings contribute to understanding curriculum transformation in developing economies and provide evidence-based recommendations for policy implementation in Nigerian higher education.
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