Evaluating The Implementation of Nigeria’s National Language Policy (NLP) In Secondary Education: Curriculum Effectiveness and Teacher Readiness for 21st-Century Language Classrooms

This study evaluated the implementation of Nigeria’s National Language Policy (NLP) in secondary education, focusing on curriculum effectiveness and teacher readiness for 21st-century language classrooms across urban and rural contexts. A mixed-methods design integrated quantitative surveys from 150 teachers (75 urban from Lagos, 75 rural from Oyo), West African Examinations Council (WAEC) results (2022–2024) for 1,200 student records, semi-structured interviews with 12 stakeholders, and document analysis of the Nigerian Educational Research and Development Council (NERDC) curriculum and NLP guidelines. Findings revealed moderate NLP integration in urban schools (x̄ = 3.10) but limited alignment in rural schools (x̄ = 2.70), with significant urban-rural disparities (t(148) = 3.02, p < .05). Urban students outperformed rural peers in English (76% vs. 60%) and Yoruba (52% vs. 35%) pass rates. The curriculum partially supported the 4Cs (communication, collaboration, critical thinking, creativity) in urban settings (x̄ = 3.20) but failed in rural settings (x̄ = 2.40). Teachers faced challenges, including Yoruba textbook shortages (88% rural vs. 70% urban) and inadequate training, with rural teachers less prepared for 4Cs integration (x̄ = 2.50 vs. 3.00 urban). Stakeholders proposed reforms, including standardized Yoruba materials and urban-rural partnerships. Document analysis confirmed English curriculum alignment but Yoruba’s neglect. The study highlighted resource inequities and policy gaps, as a result, recommended curriculum revisions and targeted training to enhance NLP implementation and equitable language education.