In the heart of many Nigerian classrooms, the familiar image of a teacher standing at the front, chalk in hand, delivering knowledge to a room of passive learners remains deeply entrenched. This method, often referred to as the teacher-centric approach, has long defined the educational experience for countless Nigerian students. While this method served its purpose in the past, the evolving demands of the 21st century necessitate a reimagining of our educational practices. Rethinking this traditional model is not merely an academic exercise; it is an urgent call to prepare learners for a world that values critical thinking, collaboration, creativity, and adaptability.
At the core of the teacher-centric model is the assumption that the teacher is the sole source of knowledge. Students are expected to absorb information, replicate it in assessments, and graduate with the hope that memorisation equates to understanding. This rigid structure leaves little room for inquiry, exploration, or meaningful engagement. In a society where innovation and problem-solving are becoming essential life skills, this method increasingly reveals its limitations.
The roots of this educational philosophy can be traced back to colonial legacies and the desire to create a disciplined workforce that could follow orders rather than challenge ideas. Unfortunately, this approach has persisted, often disguised as order and control within the classroom. In many cases, it has become so deeply embedded in the culture of education that both teachers and students struggle to imagine alternatives.
One of the most significant drawbacks of the teacher-centric model is its impact on student motivation and engagement. When students are treated as passive recipients, their natural curiosity and desire to learn are often stifled. They are discouraged from asking questions, making mistakes, or seeking knowledge beyond the textbook. As a result, learners frequently disengage, seeing education as a tedious obligation rather than an exciting journey.
Moreover, the current system does not adequately cater to the diverse learning styles and paces of students. Not all learners thrive in environments where rote memorisation and repetition dominate. Kinesthetic learners, visual learners, and those who learn best through discussion or experimentation are often left behind. By failing to adopt more inclusive and dynamic teaching methods, we risk widening the learning gap and reinforcing educational inequality.
Challenging this traditional model requires more than just introducing new tools or technologies. It demands a fundamental shift in mindset. Teachers must be willing to transition from the role of knowledge dispensers to that of facilitators of learning. This means creating classroom environments where students are encouraged to think critically, collaborate with peers, ask questions, and develop their own ideas. The teacher becomes a guide, helping learners navigate information, make connections, and construct meaning.
Progressive education systems across the world have long embraced student-centred approaches that empower learners to take charge of their education. These methods include project-based learning, inquiry-based learning, collaborative group work, and the integration of real-life scenarios into the curriculum. When students are given agency, they develop a deeper understanding of concepts and acquire transferable skills that extend far beyond the classroom.
In the Nigerian context, some schools and educators have begun to challenge the status quo by experimenting with more participatory teaching styles. These efforts, though scattered, provide a glimpse into what is possible. For instance, schools that encourage debate, student-led projects, Montessoricross-curricular connections often report higher levels of student engagement and performance. Yet, these examples remain the exception rather than the norm.
There are several barriers to widespread adoption of student-centred practices. One major challenge is the lack of adequate teacher training. Many educators have not been exposed to alternative pedagogical models and are themselves products of the teacher-centric system. Without continuous professional development and support, expecting them to transform their classrooms is unrealistic.
Another constraint is the examination-focused nature of the Nigerian education system. Standardised tests still dominate the academic calendar, and they often reward regurgitation of facts over deeper understanding. This creates a cycle where both teachers and students focus on “what will come out in the exam” rather than authentic learning. Until assessment practices evolve to reflect a broader range of competencies, meaningful pedagogical reform will remain difficult.
Infrastructure also plays a role. Overcrowded classrooms, limited resources, and lack of access to learning materials make it challenging to implement more interactive and student-focused strategies. However, even within these constraints, incremental changes are possible. A teacher can create space for group discussions, encourage peer learning, or introduce real-world examples without requiring expensive tools.
To truly move beyond chalk-and-talk, the entire education ecosystem must commit to change. Policymakers need to revisit the national curriculum and embed flexibility, creativity, and inquiry into its framework. Teacher training institutions should overhaul their programmes to emphasise contemporary teaching methodologies. Schools should be encouraged and supported to pilot innovative teaching practices, with mechanisms for reflection, evaluation, and scaling of successful models.
Parents and communities also have a role to play. When they understand the value of student-centred learning, they are more likely to support schools in adopting new practices. Likewise, learners themselves should be gradually empowered to take responsibility for their education. This means fostering a culture where questions are valued, mistakes are seen as learning opportunities, and collaboration is encouraged.
The future of education in Nigeria depends on our willingness to break free from outdated traditions and embrace approaches that reflect the realities of the modern world. Challenging the teacher-centric model is not about diminishing the role of the teacher but redefining it in a way that recognises the potential of every learner. It is about shifting from control to collaboration, from instruction to exploration, and from passive absorption to active engagement.
