Assessment of Comparative Education Practices among Federal University Administrators for Sustainable Development in Nigeria

Abstract

This study explores the role of comparative education as a framework for promoting sustainable development in Nigeria. A descriptive survey design was adopted for this study and data were collected from a purposive sample of 75 (15 percent) respondents out of 1,488 educational administrators across the Federal Universities in Nigeria. A 24-item validated instrument titled: Comparative Education Practices for Sustainable Development Survey (CEP-SDS) was developed and validated with the assistance of two research experts. The instrument's reliability was assessed using Cronbach Alpha, yielding a statistical index of .91, indicating strong reliability for data collection. The questionnaire was structured into three sections aligned with the objectives, focusing on the perceptions of comparative education, its challenges, and potential strategies for sustainable development. All copies of the instrument were administered in person and retrieved immediately to ensure a 100% response rate. The findings reveal that comparative education provides valuable perspectives on best practices, policy formulation, and educational reforms that align with sustainable development goals. Moreover, the study highlights the importance of contextualizing educational strategies to meet the unique needs of Nigeria's diverse population. It concludes that incorporating comparative education can significantly enhance the effectiveness of educational initiatives aimed at fostering sustainable development in the country. Recommendations include promoting international collaborations, integrating comparative studies into teacher training programs, and adapting successful models from other countries to local contexts in order to drive meaningful change in Nigeria's educational landscape.