Abstract

This paper argues that Nigeria must transform its science education system from a narrow vocational pipeline into a broad-based engine for sustainable development. Drawing on historical context, contemporary sustainability frameworks, and pedagogical theory, the paper identifies critical such as underfunding, infrastructure deficits, outdated pedagogy, weak policy implementation, and limited integration of Indigenous Knowledge Systems that constrain science education’s ability to contribute to the sustainable development goals (SDGs). It proposes a practical agenda: ESD-infused curriculum modules mapped to prioritize SDGs, cascade teacher professional development with certification and incentives, experiential community-based projects, low-cost laboratory resources, targeted pilot programs across ecological zones, and a cross-sector governance mechanism to coordinate scale-up. The paper calls for action-research to evaluate learning gains, behavioral change, and cost-effectiveness, and it positions Nigeria’s large youth cohort as the pivotal resource for achieving a just and resilient transition to sustainable development.

Keywords

education for sustainable development, science education, sustainable development goals, scientific literacy, indigenous knowledge systems, experiential learning, teacher professional development