Multicultural Education for Global Citizenship and Sustainable Development in Nigeria: Implications for the achievement of UN-SDG 4

This study titled, Multicultural Education for Global Citizenship and Sustainable Development in Nigeria: Implications for the achievement of UN-SDG 4, sought to incorporate multicultural education perspectives into the nation’s secondary school curricula. To achieve this, two research objectives and two research questions were formulated for the study. The research methodology adopted for the study is the triangulation, using the interview and observation method to obtain data from sixty-four respondents, cutting across three secondary schools in the South-South region of Nigeria. The study used multi-stage sampling techniques, including simple random technique, purposive sampling technique for the interview and the observation method, which was done on purpose. The theoretical framework for the study was the social presence theory. The relevance of the theory to the work is that it creates awareness of the presence of other learners in the school systems. The findings of this study show that multicultural education is not incorporated into Nigerian secondary school curricula and both teachers and student are ignorant about global citizenship and their commitment to shared global responsibility. Therefore, we recommended the need to incorporate multicultural education into the nation’s curricula and committing both teachers and students to see themselves as global citizens.

Keywords: UN-SDG-4, Multicultural Education for Global Citizenship and Sustainable Development