Leveraging Preservice Teacher Education Curriculum in Higher Institutions of Learning: A Panacea for Addressing Security Challenges in Nigeria
DOI:
https://doi.org/10.64348/zije.2026241Keywords:
Insecurity, Pre-service Teachers, CurriculumAbstract
Security remains a fundamental pillar of any progressive society. In Nigeria, a nation blessed with diversity, natural resources, and vibrant human capital, the persistent wave of insecurity has continued to cast a long shadow over its developmental aspirations. While military and policing strategies are often prioritized, education, particularly the education of future teachers, holds untapped potential in the promotion of peace and national cohesion. This paper delves into the role of preservice teacher education in addressing Nigeria’s security challenges. It explores the ways in which the curriculum can foster critical thinking, peacebuilding, tolerance, civic responsibility, and social justice. Ultimately, it proposes a bold reimagination of teacher education to position educators not just as transmitters of knowledge, but as builders of a more secure, just, and peaceful Nigerian society.
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