Tackling 21st-Century Conflict through Teaching and Learning Security Education Among Social Studies Students in Ondo West Local Government Area
*1Akeem Tunde Adelekan and 2Abimbola Fikayo Olaniran
*1Department of Social Studies and Civic Education, Faculty of Education, Adeyemi Federal University of Education, Ondo, Nigeria. Email: adelekanat@aceondo.edu.ng, ORCID: http:// orcid Id: 0009-0009-4518-8514
2Department of Social Studies and Civic Education, Faculty of Education, Adeyemi Federal University of Education, Ondo, Nigeria. Email: fayokemifis@gmail.com, ORCID: http//: orcid Id: 0000-0002-2958-376x
Abstract
This study investigated tackling 21st-century conflict through teaching and learning security education among Social Studies students in Ondo West Local Government Area (LGA), Ondo State, Nigeria. The study was based on Bandura's Social Learning Theory theoretical framework, also adopted a descriptive survey design. A sample of 300 students was drawn from ten secondary schools through stratified random sampling. Data were collected using a validated, researcher-developed instrument the Security Education Teaching and Conflict Tackling Questionnaire (SETCTQ) which yielded a reliability coefficient of 0.84 via Cronbach's Alpha. Four research questions guided the study, and three null hypotheses were tested at the 0.05 level of significance. Descriptive statistics (mean and standard deviation), independent samples t-test, one-way Analysis of Variance (ANOVA), and Pearson Product Moment Correlation were used for data analysis. Findings revealed that security education instruction significantly enhanced students' conflict awareness (grand mean = 3.65); that male students recorded marginally higher security education outcomes than female students (t = 2.14, p = .034); that instructional method significantly influenced conflict management competencies (F = 5.87, p = .003); and that a significant positive correlation existed between security education engagement and conflict resolution skills (r = .612, p < .001). The study recommended robust integration of security education into the Social Studies curriculum, teacher capacity development in participatory instructional strategies, and community-inclusive security education programming in Ondo West LGA.
Keywords: Security Education, 21st-Century Conflict, Social Studies, Conflict Resolution
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