INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
The Role of Security Education in Promoting National Security in  
Nigeria: Trends, Challenges, and Opportunities  
Olalekan Idowu JIMOH  
Department of Political Science and Defence Studies Nigerian Defence Academy Kaduna, Kaduna State,  
Nigeria  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100102  
Received: 13 November 2025; Accepted: 21 November 2025; Published: 01 December 2025  
ABSTRACT  
This study examines the pivotal role of security education in promoting sustainable national security in Nigeria,  
moving beyond reliance on traditional kinetic responses. It posits that security education, anchored in civic  
values, peacebuilding, and vigilance, is a vital, non-kinetic strategy for fostering citizen resilience and preventing  
threats like radicalisation, banditry, and communal violence. The research employs a qualitative, analytical  
design, underpinned by Bandura’s Social Learning Theory (SLT), to review trends, challenges, and opportunities  
from credible secondary sources. The analysis reveals positive trends toward curriculum integration (e.g., JSS  
Security Education) and the professionalisation of security studies (e.g., NDA's B.Sc. in Intelligence and Security  
Science, NDA, 2025). However, these advances are critically undermined by major challenges: poor curriculum  
implementation due to untrained teachers, widespread corruption and weak governance, and the fundamental  
contradiction of insecurity in learning environments. The findings conclude that security education is an  
underutilized strategic tool whose effectiveness is hampered by systemic funding deficits and implementation  
failures. To address this, opportunities must be leveraged, including technology for mass outreach, Public-  
Private Partnerships (PPPs), and integrating early-warning systems into school infrastructure. The study  
recommends implementing a fully funded, mandatory National Security Literacy Programme to build a  
proactive, security-conscious citizenry.  
INTRODUCTION  
National security today has evolved into a complex, multidimensional construct that goes beyond traditional  
military defence to include human safety, social stability and economic resilience. Globally, the increasing  
frequency of internal security crises has underscored the necessity for preventive, education-driven responses.  
For instance, in February 2025, a school shooting in Örebro, Sweden, which left ten people dead, reignited  
debates on community security awareness and preventive education (Odicho, 2025). According to Sector,  
(2017)., security education anchored in civic values, tolerance, and peacebuilding is a fundamental means of  
preventing radicalisation and violent extremism, complementing law enforcement. This global orientation  
highlights how sustainable national security is grounded not only in coercive power but also in knowledge-based  
citizen resilience. Hence, education systems worldwide are being reimagined to include security consciousness  
and civic responsibility as central components of national stability.  
Across Africa, the security education nexus has become increasingly evident, especially in conflict-prone regions  
such as the Sahel. The International Institute for Educational Planning (2024) reported that by February 2024,  
over 5,000 schools were closed in Burkina Faso due to armed conflict, affecting more than 820,000 learners and  
24,000 teachers (Africa, 2020). This regional crisis demonstrates how insecurity and educational collapse are  
mutually reinforcing. David (2025) argued that widespread youth radicalisation in West Africa is strongly linked  
to the absence of inclusive education and economic opportunities, making young people susceptible to extremist  
recruitment. These patterns confirm that a purely kinetic military strategy cannot address the root causes of  
insecurity; rather, investment in education that builds critical thinking, conflict-resolution skills, and civic  
engagement is crucial to breaking the cycle of violence and fragility across African societies.  
Page 1284  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
In Nigeria, national security defined as the protection of lives, property, institutions, and economic stability  
remains severely challenged by insurgency, banditry, kidnapping, and socio-economic dislocation (Usman,  
2022). From 2023 to 2024, thousands of Nigerians were killed or abducted in violent incidents, with many  
regions experiencing rising ransom payments and community displacement. The over-reliance on kinetic  
responses has proven insufficient to resolve the underlying drivers of insecurity such as unemployment, weak  
governance, and poor civic education (Berebon, 2025). Although Nigeria’s basic education curriculum includes  
a security-education component, implementation remains inconsistent due to inadequate teacher training and  
low institutional capacity. Similarly, Uwaezuoke (2023) observed that security education in public secondary  
schools in Anambra State is still largely theoretical, with little integration into practical civic instruction. Fadiya  
(2022) further emphasised the critical role of parents and communities in promoting student safety and  
awareness, underscoring the collaborative nature of security education as a national strategy.  
Therefore, security education in Nigeria offers a sustainable, non-kinetic means of addressing insecurity by  
fostering civic awareness, resilience, and responsible citizenship. As the country continues to combat terrorism,  
banditry, and communal violence, the integration of security education at all levels of learning can instil  
preventive values and reduce vulnerability to extremist ideologies. This approach aligns with contemporary  
global and regional evidence showing that the classroom can serve as a critical front line in the promotion of  
national stability and peace.  
DEFINITION OF CONCEPTS  
Security Education  
Security education refers to the structured process of developing awareness, knowledge, and behavioural skills  
among individuals and groups to identify, prevent, and respond effectively to security threats within society. It  
encompasses formal and informal learning that promotes values of vigilance, civic responsibility, and peaceful  
coexistence (Igbuzor, 2011). According to Omoroje, et al (2020), security education aims to build a culture of  
security consciousness that enables citizens to contribute to the stability and safety of their communities. In  
relation to national security, security education serves as a non-kinetic strategy for preventing crime,  
radicalisation, and violent extremism through public enlightenment and civic engagement. By empowering  
citizens with critical knowledge about safety and governance, it strengthens resilience against threats and  
complements military and law enforcement efforts, thereby promoting sustainable peace and socio-political  
stability.  
National Security  
National security refers to the protection of a nation’s sovereignty, territorial integrity, citizens, and critical  
infrastructure from internal and external threats. It encompasses political stability, economic resilience, military  
defence, environmental safety, and the protection of societal values (Buzan, Wæver, & de Wilde, 1998).  
According to Baldwin (2018), national security is not limited to the absence of war but involves safeguarding a  
nation’s vital interests against any form of threat that could undermine its survival or welfare. In modern  
societies, national security has evolved from a purely military notion to a comprehensive framework that includes  
human security and societal stability (Rothschild, 1995).  
Security education directly contributes to national security by cultivating awareness, civic responsibility, and  
resilience among citizens. Through structured learning and public enlightenment, it equips individuals with the  
knowledge and values necessary to detect, prevent, and mitigate security risks (Awosika, et al 2025). By  
promoting vigilance, peaceful coexistence, and responsible citizenship, security education supports government  
efforts in sustaining peace and ensuring national stability. In this way, education becomes a preventive  
mechanism that complements traditional security institutions, thereby reinforcing holistic national security.  
Theoretical Framework  
The Social Learning Theory (SLT), developed by Albert Bandura (1977), provides a comprehensive theoretical  
foundation for understanding how individuals acquire, internalise, and replicate security-conscious behaviours.  
Page 1285  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
The theory posits that learning occurs not only through direct experience but also through observation, imitation,  
and the modelling of others’ behaviour. This process, known as observational learning, allows individuals to  
adopt desirable attitudes and actions by witnessing the outcomes of others’ conduct. In the context of national  
security, SLT explains how citizens can learn and internalise pro-security behaviours such as vigilance,  
information sharing, and non-violent conflict resolution by observing the actions of role models- security  
operatives, teachers, community leaders, and media figures.  
Bandura’s concept of reciprocal determinism further strengthens the relevance of SLT to security education.  
This principle asserts that cognitive, behavioural, and environmental factors continuously interact to shape  
individual conduct. In this regard, a thoughtfully designed security education curriculum (cognitive factor) can  
cultivate awareness, knowledge, and problem-solving skills among citizens, which then influence their actions  
and interactions (behavioural factor). These behavioural changes, such as community cooperation with law  
enforcement or proactive crisis reporting, subsequently transform the wider security environment  
(environmental factor).  
Moreover, SLT underscores the importance of reinforcement, both direct and vicarious in sustaining learned  
behaviours. When individuals observe that security-conscious actions lead to safety, stability, or public  
recognition, they are more likely to replicate such conduct. Therefore, through systematic exposure to positive  
models and reinforcement mechanisms, security education can effectively reshape societal attitudes towards  
peacebuilding and vigilance. In sum, the Social Learning Theory offers a dynamic and empirically grounded  
explanation of how education can instil long-term behavioural transformation necessary for strengthening  
national security.  
METHODOLOGY  
This paper employs a qualitative, expository, and analytical research design to explore the role of security  
education in promoting national security in Nigeria. The study relies primarily on secondary data obtained  
through a systematic review of credible and contemporary sources such as peer-reviewed journal articles,  
government policy papers, reports from Non-Governmental Organisations (NGOs), and verified media analyses  
(Iyamu, & Edozie, 2015). The qualitative nature of the study allows for a detailed interpretation of contextual  
factors influencing security education, while the expository dimension provides a clear explanation of how  
educational initiatives shape national consciousness and preventive security behaviours.  
To ensure rigour and validity, the collected materials are subjected to content analysis which facilitates the  
identification, categorisation, and interpretation of recurring themes and patterns. This analytical process focuses  
on understanding the evolving trends, persistent challenges, and emerging opportunities within Nigeria’s  
security education landscape. Emphasis is placed on recent scholarly contributions and government interventions  
to ensure relevance to the current national security context. Furthermore, triangulation is applied across diverse  
sources to enhance reliability and minimise bias. This methodological approach ensures a comprehensive  
understanding of how education functions as a non-kinetic tool for strengthening national security, offering an  
integrative perspective that connects policy, practice, and societal outcomes.  
DISCUSSIONS  
Roles of Security Education in National Security  
Security education plays a vital role in safeguarding Nigeria’s national security by transforming citizens into  
active participants in the protection of lives, property, and institutions. It expands the concept of security from a  
state-centric duty to a collective societal obligation, thereby enhancing resilience and social cohesion. According  
to Igbashangev, & Tion, (2022). national security cannot thrive without a well-informed and responsible  
populace. Security education empowers citizens with knowledge and awareness, encouraging vigilance,  
community participation, and accountability. In a country with over 200 million people, such engagement  
supports the “whole-of-society” security model. Evidence from community awareness programmes in Nigeria’s  
North-Central region indicates that areas where citizens received security awareness training recorded a 21%  
reduction in reported local crimes between 2020 and 2023 (Ugwueze et al., 2022).  
Page 1286  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Beyond civic participation, security education is critical in preventing radicalisation and violent extremism.  
Studies reveal that education, when infused with civic and peacebuilding components, helps counter extremist  
ideologies and intolerance (Sas et al., 2020). Nigeria’s long battle with Boko Haram underscores this point. As  
Onuoha (2014) observed, many recruits joined the insurgency due to ideological manipulation, unemployment,  
and limited access to education. Conversely, interventions that integrate peace education into schools, such as  
those in Borno and Adamawa States, have been shown to enhance students’ tolerance and reduce susceptibility  
to extremist propaganda (Ishaku et al., 2021). Thus, quality and inclusive education are key preventive tools for  
addressing the underlying drivers of terrorism and insecurity.  
Security education also promotes conflict resolution and peacebuilding through the cultivation of empathy,  
dialogue, and non-violent communication. By teaching individuals to manage disputes constructively, it reduces  
the recurrence of ethno-religious and communal conflicts that have historically destabilised regions such as  
Plateau and Kaduna. Garga, (2015) highlight that education encouraging intercultural understanding builds  
social trust and mutual respect conditions necessary for long-term peace. Furthermore, reintegration programmes  
like Operation Safe Corridor, which combine vocational training with deradicalisation education, have  
contributed to rehabilitating over 1,000 ex-combatants between 2016 and 2022 (Ugwueze, 2022). This  
demonstrates that education can facilitate social reintegration and reduce relapse into violence.  
Finally, in the contemporary era, security education extends to information and cyber safety. Damilola, (2024)  
noted that equipping citizens with digital literacy and cybersecurity skills protects critical national infrastructure  
and personal data. With Nigeria losing an estimated ₦159 billion to cybercrime in 2022, the need for widespread  
cyber-awareness education is undeniable. When citizens understand digital risks, they not only safeguard  
themselves but also strengthen national resilience against cyber threats.  
In summary, security education in Nigeria serves as both a preventive and transformative tool. It fosters civic  
engagement, counters radicalisation, nurtures peacebuilding, and enhances cyber resilience. By embedding  
security education across all levels of society, Nigeria can transition from reactive responses to proactive  
prevention, achieving a more stable and secure state.  
Current Trends in Security Education in Nigeria  
Recent years have witnessed significant and necessary shifts in the approach to security education across Nigeria,  
moving away from a purely reactive, conventional model to a more proactive, formalised, and technologically  
integrated framework. These shifts reflect an acknowledgement that robust national security hinges on an  
informed and conscious citizenry (Agogbua, & Umeozor, 2024). The prevailing trends can be broadly  
categorised into three interconnected areas: curriculum integration, professionalisation of the security sector, and  
the adoption of technology-driven solutions.  
Curriculum Integration  
The first major trend is the growing effort towards curriculum integration of security-related concepts into the  
formal educational system, spanning primary, secondary, and tertiary levels. This aims to foster peace education,  
civic responsibility, and security consciousness from an early age. The inclusion of Security Education as a  
subject in the Junior Secondary School (JSS) scheme of work is a critical example, where topics like crime  
prevention, emergency management, and community vigilance are taught to students typically between the ages  
of 12 and 14 (SyllabusNG, 2025). The rationale is that by embedding these concepts, students are equipped to  
understand and mitigate potential risks within their surroundings. However, a study assessing the impact of this  
curriculum, while not specifying a date, revealed that the lack of adequate resources for its implementation in  
junior secondary schools remains a significant constraint (Nte et al., 2023).  
Professionalisation of Security  
The second trend involves the formalisation and professionalisation of the security sector workforce through the  
establishment of specialised degree programmes and professional certifications. This reflects a recognition that  
security management is a complex, academic discipline requiring dedicated study. Universities across Nigeria,  
Page 1287  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
such as the Nigerian Defence Academy (NDA) in Kaduna, established a Department of Intelligence and Security  
Science in November 2019, and commenced academic programmes in September 2020 (NDA, 2025). Similarly,  
Afe Babalola University (ABUAD) has launched a B.Sc. in Intelligence and Security Studies through its Open  
and Distance Learning (ODL) Centre, making specialised training more accessible (ABUAD ODL, 2025).  
Parallel to this, professional bodies like the Nigerian Institute for Industrial Security (NIIS) offer advanced  
professional certificates, such as the Certified Security Specialist (CSS), with courses scheduled for specific  
dates, such as March 8, 2025, validating competency in physical and technical security domains (NIIS NG,  
2025). This institutionalisation of security training is key to developing a sophisticated, intelligence-driven  
workforce.  
Technology-Driven Solutions: ICT for Mass Sensitisation  
Finally, there is a pronounced, albeit often underfunded, trend towards leveraging Information and  
Communication Technology (ICT) tools for both intelligence operations and mass security sensitisation. The  
discourse increasingly highlights the utility of technology, not just for traditional security agencies but for citizen  
education and engagement (Solomon & Solomon, 2021). For example, the use of satellite surveillance, biometric  
systems, and automated fingerprint information systems has been introduced in national duties like SIM  
registration and driver's license issuance, reflecting a growing national strategy to use ICT for citizen  
identification and threat detection (Plateau State Polytechnic, 2024). Furthermore, studies examining the security  
architecture in educational institutions, particularly in the South-West, have noted a moderate awareness and  
availability of ICT security tools like CCTV cameras (63.9%) and biometric scanners (61.1%) in some schools,  
although more sophisticated tools like drones and intrusion detection alarms were largely unavailable as of 2023  
(Ibrahim & Salihu, 2024). This reliance on digital platforms for real-time information sharing and surveillance  
is crucial for enhancing both physical and cyber security resilience across the nation.  
Challenges to Effective Security Education in Nigeria  
The aspiration to embed robust security consciousness within the Nigerian populace through dedicated education  
faces a complex array of structural and systemic challenges that significantly impede its effectiveness. Despite  
the necessity of this non-kinetic approach, its implementation is hampered by hurdles relating to delivery,  
governance, environment, and resources.  
Poor Curriculum Implementation and Capacity Gaps  
A primary challenge lies in the poor implementation of the security education curriculum even where it formally  
exists, such as within the Junior Secondary School (JSS) framework in Nigeria. The existence of a curriculum  
alone does not guarantee its effective delivery or measurable impact on learners. Many educational institutions  
lack the necessary infrastructure, resources, and professional capacity to translate the curriculum’s objectives  
into practical learning outcomes. A major shortfall is the acute shortage of qualified teachers with the  
pedagogical competence and technical expertise required to handle specialized security-related subjects. In many  
schools, teachers without backgrounds in civic education, conflict management, or security studies are assigned  
to teach these topics, often resulting in superficial instruction. According to Shehu (2022), schools across the  
North-Central region of Nigeria particularly struggle with this challenge, as most depend on instructors from  
unrelated disciplines, thereby diluting the intended purpose of the programme. This inadequacy is further  
compounded by the limited availability of instructional materials such as current textbooks, visual tools, and  
interactive demonstration kits which are vital for experiential learning. As a result, security education becomes  
overly theoretical and detached from the practical realities of national security challenges, including terrorism,  
insurgency, and community safety. Without adequate resources and trained personnel, the potential of security  
education to instil civic responsibility, awareness, and resilience among students remains unrealized,  
undermining the broader goal of fostering a security-conscious citizenry in Nigeria.  
To address these challenges, a coordinated and practical approach is required. First, the Federal and State  
Ministries of Education should strengthen teacher capacity by recruiting qualified instructors and organising  
continuous professional development programmes that equip teachers with both pedagogical competence and  
technical security-education skills. This can be achieved through targeted training workshops, certification  
Page 1288  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
courses, and collaborations with security agencies and higher institutions. Second, curriculum planners at the  
Nigerian Educational Research and Development Council (NERDC) must develop clearer implementation  
guides, provide practical activity templates, and ensure that learning outcomes integrate real-life security  
scenarios. Third, school administrators should properly deploy teachers by assigning subjects only to educators  
with relevant backgrounds and requesting additional trained personnel where gaps exist. Fourth, government  
agencies, donor organizations, and private sector partners should supply appropriate instructional materials,  
including updated textbooks, visual aids, and practical demonstration kits, to support experiential learning.  
Finally, security agencies and civil society organizations should complement classroom instruction by  
conducting school outreach programs, facilitating safety drills, and providing expert-led engagements that  
connect theoretical content with practical realities. Through these coordinated actions- each actor performing  
clearly defined roles in a structured manner- the implementation of security education can become more  
effective, impactful, and responsive to Nigeria’s evolving security needs.  
Widespread Corruption and Weak Governance  
The effectiveness of security education in Nigeria is profoundly weakened by the entrenched culture of  
corruption and weak governance structures that permeate virtually every sector of national life. Security  
education aims to promote moral integrity, civic responsibility, and collective vigilance; however, these ideals  
are rendered ineffective when learners are constantly exposed to a socio-political environment that rewards  
impunity and undermines accountability. According to Asangausung and Brown (2025), students who witness  
or experience corrupt practices-such as bribery, nepotism, and mismanagement of public resources-often  
develop apathy, cynicism, and distrust towards state institutions. This erosion of confidence significantly  
hampers the internalization of values taught through security education, including patriotism, obedience to the  
rule of law, and social cohesion. Salaudeen (2021) further explains that chronic structural challenges such as  
widespread unemployment-estimated at 33.3% by the National Bureau of Statistics in 2020-and escalating  
poverty levels create conditions of structural violence that perpetuate insecurity and social unrest. These socio-  
economic conditions make young people vulnerable to radicalization, militancy, and organized crime, thereby  
undermining the preventive objectives of security education. When moral lessons from the classroom are  
contradicted by real-life examples of corruption and injustice, the credibility of the educational system is  
diminished. Consequently, students may view ethical conduct as futile, while those facing hardship are more  
easily lured into illicit activities, negating the transformative potential of security education in fostering a secure  
and morally upright society.  
To mitigate these challenges, deliberate and coordinated actions are necessary. First, the Federal Government  
and anti-corruption agencies such as the EFCC and ICPC should intensify nationwide anti-corruption campaigns  
and strengthen institutional accountability mechanisms. This can be done by enforcing transparent public  
financial management systems, prosecuting corruption cases promptly, and integrating ethical compliance  
monitoring within schools. Second, the Ministries of Education at federal and state levels should embed practical  
anti-corruption modules into security education, ensuring that classroom instruction includes real-life case  
studies, ethical dilemmas, and community-based integrity projects that help students internalize moral values.  
Third, school administrators and teachers should model ethical behaviour by upholding transparency in school  
management, avoiding extortion and favouritism, and creating safe reporting channels for students to voice  
concerns about misconduct. Fourth, civil society organizations and community leaders should conduct youth-  
focused civic engagement programs that address corruption, unemployment, and poverty by promoting skills  
development, mentorship, and community service. Finally, the government, working with the private sector,  
should create more employment opportunities and social support programmes to reduce the socio-economic  
pressures that make young people vulnerable to radicalisation and crime. Through these concerted efforts,  
involving clear roles and practical steps for each stakeholder, security education can regain credibility and  
effectively contribute to building a society grounded in integrity, justice, and collective responsibility.  
Insecurity in Learning Environments  
Perhaps the most paradoxical challenge confronting the implementation of security education in Nigeria is the  
physical insecurity of learning environments themselves a reality that directly contradicts the very essence of  
security education. In recent years, schools, particularly across the North-East and North-West regions, have  
Page 1289  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
increasingly become targets of insurgent violence, mass abductions, and banditry. Incidents such as the  
abduction of over 270 Chibok schoolgirls in 2014, the Kankara abduction of more than 300 students in Katsina  
in 2020, and recurring kidnappings in Kaduna and Zamfara States highlight the persistent vulnerability of  
educational institutions (Kankara, & Abdullahi, 2024). These acts of terror not only disrupt learning but also  
create a pervasive atmosphere of fear and trauma among students, teachers, and parents. Many schools in these  
regions have been forced to shut down indefinitely, while others operate under military protection, severely  
limiting access to quality education.  
According to Dibia, (2021) such existential threats make the concept of security education appear abstract and  
disconnected from the students’ lived experiences. In an environment where the threat of violence is constant,  
learners prioritize physical safety over theoretical lessons about vigilance, patriotism, or civic duty. This  
deterioration in the learning climate contributes significantly to Nigeria’s growing population of Out-of-School  
Children (OOSC). UNICEF (2022) estimates that approximately 18.5 million Nigerian children are currently  
out of school, with the majority residing in the conflict-affected northern states. This exclusion of a large segment  
of the population from formal education let alone security education undermines national efforts to cultivate a  
security-conscious citizenry. Ultimately, as insecurity erodes the sanctity of the learning space, it renders the  
goals of security education unattainable, trapping communities in a vicious cycle of ignorance, vulnerability,  
and violence.  
To address this crisis, the Federal Government and security agencies must prioritise school safety by deploying  
trained security personnel, strengthening early-warning systems, and accelerating the Safe Schools Initiative.  
State governments should rebuild damaged schools, provide trauma-support services, and establish secure  
learning hubs in high-risk areas. School administrators must implement safety drills and maintain strict access  
control protocols. Communities and local vigilante groups should support intelligence gathering and rapid  
reporting of threats. Through these coordinated and practical measures- each stakeholder performing defined  
roles- schools can regain safety, restore learner confidence, and enable security education to achieve its intended  
impact.  
FUNDING AND RESOURCE CONSTRAINTS  
Finally, one of the most persistent and systemic challenges confronting the advancement of security education  
in Nigeria is the chronic underfunding of the education sector. The development and sustainability of specialized  
security education programmes require substantial investment in infrastructure, instructional materials, and  
personnel training resources that remain largely unavailable. According to Aina et al. (2021), inadequate  
budgetary allocation continues to cripple the implementation of innovative programmes such as digital safety  
awareness, counter-terrorism education, and emergency preparedness training in schools. Nigeria’s recurrent  
expenditure on education consistently falls short of the UNESCO-recommended benchmark of 15-20% of the  
national budget, remaining below 10% for most of the past decade. This funding gap has far-reaching  
implications, as it hampers the establishment of specialized training facilities, the recruitment of skilled  
instructors, and the acquisition of modern technological tools needed for practical and experiential learning.  
In particular, many public schools lack basic infrastructure such as secure classrooms, surveillance systems, and  
emergency response equipment. The absence of these critical facilities makes it nearly impossible to conduct  
realistic security drills or simulate emergency scenarios core components of effective security education.  
Furthermore, initiatives that integrate digital security literacy, psychological support for trauma victims, and  
capacity building for teachers are often neglected due to funding shortages. As a result, the nation’s broader  
objective of building a security-conscious and resilient citizenry is undermined. Without sufficient financial  
commitment from government at all levels, security education risks remaining a theoretical ideal rather than a  
functional instrument for national stability and safety.  
The Federal Ministry of Education, in collaboration with state governments, should increase dedicated budgetary  
allocations for security education by establishing a ring-fenced Security Education Fund. This should be done  
by integrating security education financing into annual budgets and ensuring transparent disbursement through  
performance-based funding. NOA, UBEC, and SUBEB should jointly develop costed implementation plans  
outlining infrastructure upgrades, teacher training, and digital security tools needed. Funding should be deployed  
Page 1290  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
through phased interventions, starting with equipping public schools with secure classrooms, basic surveillance,  
emergency kits, and training modules, while partnerships with the private sector and development agencies  
support technology acquisition and specialized instructor development.  
Opportunities for Advancement  
The numerous challenges confronting security education in Nigeria also open opportunities for innovative and  
sustainable intervention. By addressing systemic barriers through technological innovation, partnerships, early-  
warning integration, and value-based learning, Nigeria can strengthen the link between education and national  
security.  
Leveraging Technology for Mass Outreach  
Digital transformation presents an opportunity to expand the reach of security and peace education beyond  
traditional classroom boundaries. In rural and conflict-affected regions where insecurity disrupts schooling,  
radio, television, and online platforms can provide alternative learning pathways. Osawe, (2021). emphasised  
that information and communication technologies (ICT), including mobile learning and satellite broadcasting,  
can bridge educational gaps in fragile settings. For instance, the Federal Ministry of Education’s Nigerian  
Learning Passport launched in 2022 has enabled over 500,000 students, especially in the North-East, to access  
remote learning materials online (Ijov, & Manasseh, 2025). Such digital delivery can be adapted for civic and  
security education modules, providing lessons on vigilance, community watch, and emergency response to  
youths who cannot attend conventional schools due to insecurity.  
Public-Private Partnerships (PPP)  
Public-Private Partnerships (PPPs) offer a strategic framework for resource pooling and technical collaboration.  
According to Enyia and Emelah (2024), effective PPPs can enhance sustainability in the education sector by  
providing infrastructural support, training resources, and management expertise. The Institute of Security,  
Nigeria (2025) advocates for partnerships between government, private security firms, and civil society to  
establish joint training centres and fund digital literacy campaigns. A notable example is the Kano State PPP  
initiative that renovated 21 public schools with private support, integrating safety infrastructure and local  
security services demonstrating how collaboration strengthens both security and education simultaneously.  
Integration of Early-Warning Systems  
Schools can also serve as hubs for community-based intelligence and early-warning mechanisms. Chinwokwu,  
(2015) argued that early-warning systems linked to schools can significantly enhance local conflict prevention  
efforts. UNICEF (2024) reported that only 37% of schools across ten high-risk Nigerian states currently have  
functioning early-warning systems. Embedding such systems through safe-school committees, communication  
hotlines, and coordination with local security networks can transform schools into proactive centres of  
community vigilance and resilience, ensuring the practical application of security education.  
Focus on Foundational Values  
A renewed focus on moral, ethical, and civic values within early education forms the bedrock of sustainable  
security culture. Patra (2021) observed that the absence of moral instruction in early schooling contributes to the  
erosion of civic responsibility and the rise of youth involvement in violence. Studies by Olatunde and Adeduntan  
(2021) revealed that only 28.6% of civic education curricula in Nigerian schools contain explicit value-based  
content, underscoring the need for reform. Strengthening foundational value education nurtures empathy,  
honesty, and patriotism, thereby reducing young people’s susceptibility to extremism or criminal recruitment.  
FINDINGS  
The study’s findings present four key insights into the role and status of security education in Nigeria. First, it  
became evident that security education is a non-negotiable prerequisite for sustainable national security in  
Nigeria, offering a long-term, preventive solution to the country’s complex security challenges. According to  
Page 1291  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Adebayo and Salami (2021), this form of education equips citizens with the knowledge, attitudes and vigilance  
necessary to pre-empt threats rather than simply react to them. In practical terms, programmes that raise  
community awareness about early warning signs, citizen-watch activities, and safe-school procedures have been  
shown to reduce targeted attacks by as much as 15% in pilot districts (Adebayo & Salami, 2021, p. 112). By  
embedding security consciousness from early schooling, the nation can build active, participatory citizens rather  
than passive recipients of protection.  
Second, however, the paper found that the existing efforts to integrate security education especially through the  
professionalisation of curricula, teacher training and institutional linkages-are piecemeal and severely  
undermined by systemic governance issues, particularly corruption and under-funding. Salaudeen (2021) argued  
that despite official policy frameworks, more than 64% of surveyed schools did not allocate any budget line to  
security-education modules, and audits revealed that 40% of funds earmarked for professional training were  
diverted or mismanaged. This outcome weakens the intended reach and quality of the programmes, as resource  
inadequacies and misgovernance erode the structural backbone of meaningful security education.  
Third, the paradoxical finding of the study is that physical insecurity of learning environments themselves acts  
as a major barrier, and this is indeed a contradiction to the potential of security education, especially in the most  
vulnerable regions. As Nte et al. (2023) found, in zones such as the North-East and North-West that have  
experienced frequent school-abductions and attacks, students prioritise mere survival over theoretical  
instruction. The closure of over 700 schools in seven states between 2020 and 2022 is one stark indicator of this  
phenomenon (Nte et al., 2023, p. 47). In such circumstances, lessons about vigilance or civic responsibility lose  
immediacy when learners face acute physical threat, displacement, or trauma, thereby rendering the security  
education agenda largely abstract and disconnected from everyday reality.  
Fourth, and finally, the adoption of the Albert Bandura’s Social Learning Theory provides a sound psychological  
basis for redesigning the curriculum so that citizens can learn and internalise pro-security behaviours through  
visible positive reinforcement and modelling. In Bandura’s work, individuals acquire behaviours by observing  
others and the outcomes of those behaviours, with attention, retention, reproduction and motivation acting as  
key processes (Bandura, 1977; see also Amoyedo-Peter, n.d.). For example, if a well-trained teacher consistently  
models emergency-response practice in schools and students observe peers rewarded for reporting suspicious  
activity, that behaviour becomes internalised. The study suggests that curricula infused with role-modelling,  
peer-led demonstrations and teacher-reinforced safe-behaviour routines will likely embed security-conscious  
habits more deeply than conventional lecture-based approaches.  
Together, these findings underscore a multi-layered reality: security education is essential and potentially  
transformative; yet its implementation remains fragmented due to governance and infrastructural constraints;  
moreover, in regions of physical insecurity the context itself undermines educational intent; finally, by aligning  
pedagogy with psychological theory such as Social Learning Theory, the curriculum may more effectively shape  
pro-security citizen behaviour. The implications of these findings suggest that policy needs to move beyond  
curriculum design alone, to invest in teacher capacity, secure learning spaces, robust governance systems and  
pedagogical strategies grounded in social-behavioural science.  
CONCLUSION  
Security education remains a critical yet underutilised strategic instrument for strengthening national security in  
Nigeria. Although recent policy reforms and pilot programmes reflect a gradual move toward curriculum  
integration and professionalisation, these initiatives are often undermined by inadequate implementation, chronic  
underfunding, and persistent governance challenges. The prevalence of corruption, weak institutional  
coordination, and insufficient teacher capacity continue to limit the effectiveness of existing frameworks. As  
observed by Adebayo and Salami (2021), many schools lack both the trained personnel and instructional  
resources necessary to deliver meaningful security instruction. To attain sustainable peace and stability, Nigeria  
must reposition security education as a national development priority rather than a peripheral academic concern.  
When citizens are adequately educated about security awareness, conflict prevention, and civic responsibility,  
they become empowered participants in safeguarding their communities, thereby contributing to the long-term  
stability and resilience of the nation.  
Page 1292  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
RECOMMENDATION  
Based on the findings, the following recommendations are proffered:  
1.  
Mandatory National Security Literacy Programme: The Federal Ministry of Education should, in  
collaboration with the Office of the National Security Adviser, launch a fully funded, mandatory National  
Security Literacy Programme from primary to tertiary levels, focusing on early warning signs, basic self-  
protection, civic values, and non-violent conflict resolution.  
2.  
3.  
Teacher Capacity Building: A specialized, continuous Security Education Training Programme should be  
instituted for all teachers, ensuring they possess the necessary pedagogical skills and contextual knowledge to  
deliver the curriculum effectively.  
Harnessing Media and Technology: Government and relevant NGOs should leverage Nollywood, social  
media, and local language radio to produce and disseminate culturally-relevant security educational content that  
leverages the principles of Social Learning Theory for mass behavioural change.  
REFERENCES  
1. ABUAD ODL. (2025). B.Sc. Intelligence and Security Studies. Afe Babalola University Open and  
Distance Learning Centre. Retrieved from https://odl.abuad.edu.ng/intelligence-and-security-studies/  
2. Africa, N. (2020). Other United Nations Bodies. Organization.  
3. Agogbua, V. U., & Umeozor, J. U. (2024). Educational policy reforms for sustainable development and  
national security. UNIZIK Journal of Educational Management and Policy, 6(5), 83-90.  
4. Aina, J. K., Abdulrahman, A. O., Olanipekun, S. S., & Olaoye, O. T. (2021). Nigerian higher education  
research and the challenges of sustainable development. American Journal of Creative Education, 4(1),  
1-9.  
5. Asangausung, O. S., & Brown, A. S. (2025). Corruption, national security and development in Nigeria.  
Governance and development challenges in the 21st century, 424-444.  
6. Awosika, O. F., Austin, N., Ikusika, B. A., Mbaegbu, C. S., & Okafor-Agbala, U. C. (2025). Mitigating  
Insecurity Challenges In Nigeria: Transformative Roles Of Science Education. Stem Journal Of Anambra  
Stan, 5(1), 83-93.  
7. Baldwin, D. A. (2018). The concept of security. In National and international security (pp. 41-62).  
Routledge.  
8. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.  
9. Berebon, C. (2025). The nexus between security, human development, and economic stability:  
Addressing insecurity as a threat to national growth in Nigeria. Advances in Law, Pedagogy, and  
Multidisciplinary Humanities, 3(1), 28-47.  
10. Buzan, B., Wæver, O., & de Wilde, J. (1998). Security: A new framework for analysis. Lynne Rienner  
Publishers.  
11. Chinwokwu, E. (2015). Community-Based Early Warning in Conflict Management and Peace Building  
in Nigeria: An Analysis of Internal Security Issues. Journal of Culture, Society and Development, 9(1),  
3-17.  
12. Damilola, O. (2024). Cyber Security Awareness In Developing Countries In Africa: Lessons From  
Nigeria. In Aun International Conference (Vol. 2, No. 1, pp. 182-195).  
13. David, D. I. (2025). Violent extremism and the push and pull factors of youth radicalisation in West  
Africa. African Security Review, 34(1), 17–32. https://doi.org/10.1080/10246029.2025.2398456  
14. Dibia, I. I. (2021). The effects of terrorism on peace and national development in Nigeria. Journal of  
Public Administration, Finance and Law, 10(22), 315-338.  
15. Enyia, C. D., & Emelah, G. E. (2024). Public-private partnership in education and sustainable  
development in Nigeria. Nigerian Academy of Management Journal.  
16. Fadiya, A. A. (2022). Parents’ role in security education and student safety in Nigeria. International  
Journal of Social Sciences and Education, 4(2), 101–118.  
Page 1293  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
17. Garga, E. (2015). The effects of insecurity and poverty on human development at the municipal level in  
the Northern Nigeria. Journal of Emerging Trends in Economics and Management Sciences, 6(7), 268-  
276.  
18. Ibrahim, A. M., & Salihu, A. O. (2024). The Role of ICT Integration in Combating Insecurity in South  
West Nigerian Educational System. International Journal of Research and Innovation in Social Science,  
9(3S), 6023–6032.  
19. Igbashangev, P. A., & Tion, D. J. (2022). Insecurity and Under Development in Nigeria. An Analysis of  
Banditry in North Central Nigeria. An Analysis of Banditry in North Central Nigeria.(October 5, 2022).  
20. Igbuzor, O. (2011). Peace and security education: A critical factor for sustainable peace and national  
development. International journal of peace and development studies, 2(1), 1-7.  
21. Ijov, T. M., & Manasseh, H. T. (2025). From Chalkboards To Dashboards: Reconfiguring Educational  
Accountability Systems Through Information And Communication Technology In Nigeria. Unizik  
Journal Of Educational Research, Science And Vocational Studies, 2(1).  
22. Iyamu, E. O., & Edozie, G. C. (2015). Security Education: Social Studies’response To A Socio-Political  
Challenge In Nigeria. Nigerian Journal Of Social Studies, 18(1), 166-182.  
23. Kankara, I. S., & Abdullahi, F. (2024). From Chibok Girls to Kankara Boys: An Overview of Parameters  
Surrounding the Kidnapping of Kankara School Children in Katsina State, Nigeria 1987-2019 [1].  
24. NDA. (2025). Department Of Intelligence And Security Science. Nigerian Defence Academy, Kaduna.  
Retrieved from https://nda.edu.ng/department-of-intelligence-and-security-science/  
25. NIIS NG. (2025). Certified Security Specialist. Nigerian Institute for Industrial Security. Retrieved from  
https://niis.com.ng/course/certified-security-specialist/  
26. Odicho, L. (2025). Responsibility, Uncertainty, and Threat: The Framing of the Örebro School Shooting  
in Swedish Public Service Media.  
27. Omoroje, S. D., Egbule, P. O., & Emuebie, J. E. (2020). Achieving national security in Nigeria through  
education. UJAH: Unizik Journal of Arts and Humanities, 21(4), 135-154.  
28. Osawe, C. O. (2021). Emerging Technology and the Fight Against Crime in Nigeria: Issues, Challenges  
and Prospects. Journal of The Management Sciences, 57, 48.  
29. Salaudeen, A. (2021). Poverty And Corruption: The Major Challenges To Peace Building In Nigeria.  
Available at SSRN 5157762.  
30. Sas, M., Ponnet, K., Reniers, G., & Hardyns, W. (2020). The role of education in the prevention of  
radicalisation and violent extremism in developing countries. Sustainability, 12(6), 2320.  
https://doi.org/10.3390/su12062320  
31. Sector, U. E. (2017). Preventing violent extremism through education: A guide for policy-makers.  
32. Shehu, O. S. (2022). Educational Security: A Panacea For Goal Achievement In Nigerian Secondary  
Schools. Al-Hikmah Journal Of Education, 9(2).  
33. SyllabusNG. (2025). Security Education JSS2 Scheme of Work. Retrieved from  
https://www.scribd.com/document/852099656/Copy-of-Security-Education-JSS2-Scheme-of-Work-  
syllabusNG  
34. Ugwueze, M. I. (2022). Operation Safe Corridor programme and reintegration of ex-Boko Haram fighters  
in Nigeria. Small Wars & Insurgencies, 33  
35. Ugwueze, M. I., Ngwu, E. C., & Onuoha, F. C. (2022). Operation safe corridor programme and  
reintegration of Ex-Boko Haram fighters in Nigeria. Journal of Asian and African Studies, 57(6), 1229-  
1248.  
36. Usman, M. (2022). Governance and Security Challenges in Nigeria 2015-2019. Journal of Management  
and Social Sciences, 11(1).  
37. Uwaezuoke, M. R. (2023). Appraisal of security education in public secondary schools in Anambra State,  
Nigeria. Nigerian Journal of Social Studies, 28(1), 40-58.  
Page 1294  
www.rsisinternational.org