Abstract

This study examines how the increasing ideological diversity and polarisation in Nigeria affect the teaching and learning of political science in higher education institutions. It explores the challenges and opportunities that political science instructors and students face in dealing with diverse and conflicting perspectives on political issues and processes. It also analyses how the political science curricula reflect and respond to the changing political landscape and dynamics in Nigeria. The study employs related literature, texts, journals and books as primary sources of data. The study finds that ideological diversity and polarisation have both positive and negative effects on political science classrooms and curricula in Nigeria. On the one hand, they stimulate critical thinking, debate and engagement among students and instructors and expose them to different viewpoints and sources of information. On the other hand, they also create tensions, conflicts and biases that hinder effective communication, collaboration and learning. The study also finds that the political science curricula in Nigeria are largely outdated, inadequate and insensitive to the current political realities and needs of the society. The study recommends that political science instructors and students should adopt more inclusive, respectful and constructive ways of interacting with each other in the classroom and that the political science curricula should be revised and updated to reflect the diversity and complexity of Nigerian politics

Keywords

Political science, ideological diversity, ideological polarisation, curricula and Nigeria