Influence Of Islamic Civilization History On Secondary School Students’ Understanding Of Cultural Diversity In National Value Classes In Zamfara State, Nigeria
DOI:
https://doi.org/10.58355/maqolat.v4i3.217Keywords:
Cultural diversity, Islamic Civilization History, Moral education, National Values Classes, Social toleranceAbstract
This study examined the influence of Islamic Civilization History on secondary school students’ understanding of cultural diversity in National Values Classes in Zamfara State, Nigeria. With Nigeria’s diverse ethnic and religious landscape, fostering tolerance and civic responsibility among students remains a key educational objective. Grounded in the Cultural Transmission Theory, the research explored how integrating Islamic historical and ethical teachings into classroom instruction can enhance students’ intercultural awareness and moral development. Employing a descriptive survey design, the study involved 370 Upper Basic III students selected through a multi-stage sampling technique from public and private schools across three Local Government Areas. Data were collected using a structured questionnaire and analyzed with descriptive statistics, Pearson correlation, and t-tests. Findings revealed that Islamic Civilization History is moderately to highly integrated into National Values Classes, significantly influencing students’ understanding of cultural diversity (???? = 0.421, p < 0.05). Exposure to Islamic historical content positively affected students’ attitudes toward cultural tolerance (t = 3.97, p < 0.05), and a strong correlation was observed between students’ knowledge of Islamic Civilization History and their appreciation of multicultural values (r = 0.486, p < 0.05). The study concludes that embedding Islamic historical narratives within National Values Classes fosters empathy, respect, and social inclusivity among students. Effective teaching strategies, adequate instructional resources, and teacher competence are critical in translating historical knowledge into positive attitudes. The findings underscore the importance of incorporating Islamic Civilization History into value education curricula to nurture culturally sensitive, morally grounded, and socially responsible individuals in Zamfara State and similar multicultural contexts.
Downloads
References
Abubakar, M. L. (2021). Islamic civilization and moral development in Northern Nigeria: Implications for contemporary education. Journal of African Cultural Studies, 33(4), 512–526.
Ahmed, I., & Sulaiman, A. (2020). Islamic education and social harmony: Lessons for Nigerian schools. International Journal of Islamic Pedagogy, 5(2), 45–59.
Alghamdi, H. (2020). Studying history in an Islamic context and its effects on student awareness: A case study. Journal of Islamic Education and Research, 12(2), 55–70.
Al-Mashaqba, A. M., & Al-Khawaldeh, N. N. (2022). Integrating cultural and historical content in moral education: Pathways to intercultural understanding. Journal of Social Studies Education Research, 13(3), 45–59.
Badruddeen, M. (2023). Islam in Nigeria [Part I]: A history. MuslimMatters. Retrieved from https://muslimmatters.org/2023/02/09/islam-in-nigeria-a-history-part-i/
Cavalli-Sforza, L. L., & Feldman, M. W. (1981). Cultural transmission and evolution: A quantitative approach. Princeton University Press.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Dauda, I. A. (2025). Islamic education for peace, tolerance, and national development in Nigeria. Al-Risalah Journal of Islamic Studies, 9(1), 101–116.
Etikan, I., & Bala, K. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 215–217.*https://doi.org/10.15406/bbij.2017.05.00149
Fakhruddin, A. (2025). Enhancing historical literacy and multicultural values through Islamic Civilization Studies. Journal of Educational Development and Values, 7(3), 88–102.
Ibrahim, S., & Haruna, M. Y. (2023). Cultural values and moral education: Reassessing the role of history in Nigerian secondary schools. African Journal of Educational Thought, 15(2), 112–125.
Mesoudi, A. (2021). Cultural evolution: Integrating psychology, anthropology, and biology. Current Opinion in Psychology, 44(1), 220–226. https://doi.org/10.1016/j.copsyc.2021.09.013
Nasir, A. (2022). The influence of Islamic civilization on African educational heritage. African Journal of Religion and Culture, 14(1), 67–81.
Nweke, P. O. (2024). Integrating cultural and religious history into curriculum development in Nigerian schools. International Journal of Social Education, 19(2), 134–150.
Ogunyemi, B., & Lawal, F. (2022). Values education and civic learning in Nigerian secondary schools: Bridging cultural and religious perspectives. Nigerian Journal of Educational Research, 18(3), 102–116.
Rahmawati, E. (2024). Developing multicultural awareness through Islamic values education in Indonesian schools. Journal of Learning and Social Studies, 6(4), 122–139.
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
The Research Advisors. (2006). Sample size table. Retrieved from https://research-advisors.com
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Sule Muhammad, Sabiu Lawal
This work is licensed under a Creative Commons Attribution 4.0 International License.
