ADOPTION OF PRIMARY SCHOOL EDUCATIONAL PROGRAMS IN ACHIEING SUSTAINABLE DEVELOPMENT GOALS IN KATSINA STATE, NIGERIA

Abstract

The study investigated the adoption of primary school educational programs in achieving Sustainable Development Goals (SDGs) in Katsina State, Nigeria. Specifically, the study examined the types of primary school educational programs available, the extent of adoption of these programs, their impact on sustainable development, and the challenges associated with their adoption. A descriptive survey research design was employed for the study. The population comprised head teachers, teachers, and education officers in public primary schools across the three senatorial zones of Katsina State. A multistage sampling technique was used to select 90 public primary schools from nine Local Government Areas. The instrument for data collection was a structured questionnaire titled Adoption of Primary Schools Educational Programs and Sustainable Development Goals Questionnaire (APSEP-SDGQ). The instrument was validated by experts, and reliability was determined using Cronbach Alpha with coefficients of 0.84, 0.86, 0.88, and 0.89 for the four sections, while the overall reliability index was 0.87. Data were analyzed using mean and standard deviation. Findings revealed that several primary school educational programs such as Universal Basic Education, School Feeding Program, Girl-Child Education, Health and Environmental Education, and Digital Literacy Program are available in Katsina State. The extent of adoption was moderate to high across schools, and the programs have positive impact on literacy development, enrolment, retention, and achievement of SDG-4 targets. However, the study also found major challenges including inadequate funding, shortage of qualified teachers, poor infrastructure, insufficient instructional materials, and limited monitoring of programs. The study concluded that although primary school educational programs contribute significantly toward achieving Sustainable Development Goals in Katsina State, stronger policy implementation and improved resource allocation are required. The study recommended that government should strengthen monitoring of educational programs, provide adequate funding, improve teacher training, and expand digital and inclusive education programs in order to enhance sustainable educational development.

DOI: https://doie.org/10.10318/SER.2026381681