A TRANSFORMATIVE APPROACH TO STEAM EDUCATION IN NIGERIAN SECONDARY SCHOOLS: AN INTERDISCIPLINARY DESIGN PERSPECTIVE

Abstract

This paper presents a comprehensive framework for the integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education into Nigerian secondary schools through an interdisciplinary design lens. It argues that traditional educational models in Nigeria, which emphasize rote memorization and subject isolation, are inadequate for preparing students for 21st-century challenges. Instead, a transformative approach to STEAM education—rooted in interdisciplinary collaboration, design thinking, and cultural relevance—can foster innovation, critical thinking, and sustainable development. Drawing on recent scholarly literature, this study synthesizes global best practices and adapts them to the Nigerian context using models such as the Culturo-Techno-Contextual (CTC) framework and Bajah’s interdisciplinary model. The paper outlines key components of an effective STEAM implementation strategy, including curriculum redesign, teacher training, student-centered learning environments, community engagement, and inclusive assessment. It also identifies systemic barriers such as policy gaps, resource limitations, and resistance to change, offering practical recommendations for overcoming them. The proposed model emphasizes locally relevant, project-based learning that empowers students to solve real-world problems. This article contributes to the discourse on educational reform in sub-Saharan Africa by providing a feasible, evidence-based roadmap for transforming secondary education through STEAM.