My interest with the science and technology curriculum dates back more than ten years ago in Nigeria when I began as a fresh biology graduate teacher with the aspiration of literally igniting the classroom. I finally had the license and authority to teach integrated science/biology and management which entrusted me to groom learners to be “great!” scientists. Shortly into the adventure towards greatness, I realised that the process was already pre-determined, and I was expected to tinker with classroom interactions within the boundaries of a western science and technology curriculum which did not recognise and acknowledge the learners’ culture and interaction within their natural environment. The goal was to cover the syllabus- and any thought of introducing new content to relate to learners’ culture and language was frowned upon. There was no room for knowledge for its sake, a teacher was in class to teach and how well one taught was evident through students’ exams. But I wanted to excite the learners, introduce them to new concepts and ideas based on their cultural practices and beliefs, make them think, and yearn to know more.

Soon enough, the parents and guardians came to expect more from schools: they had high expectations that school would transform their children to fit into the western culture. In some cases, they even saw the teacher as a miracle worker of sorts, after all, a teacher could make a child learn. A common assumption was that schooling would shape the children to become successful citizens of the country and the teacher would be the one person to ensure this happened. However, things were not as simple, and practice was indeed different from the western theory and practice covered in university lecture rooms.

It gradually dawned on me that maybe the science and technology curriculum would yield different results if it catered to the unique classroom circumstances that the teacher faced. I had come to expect more from the learners, and by extension, I expected to offer more as a teacher. This conviction inadvertently led me on a journey to try to change the way science and technology instruction was carried out, through research, curriculum development and reform. As a research practitioner, I would question and investigate Nigerian teachers’ perceived challenges of teaching a western science and technology curriculum.

My educational and work experience in Nigeria led to my realisation that policymaking was complicated, and any change to the science and technology curriculum would require extensive decision- making at a national level. It was a humbling realisation to look back and trace my path from a student to a biology teacher and now as a research practitioner. All through, the idea is to contribute towards changing the Nigerian science and technology curriculum and make it better for the learner, the teacher, and ultimately, the country.

I think a lot about how innovation can help Nigerian schools. What are teachers’ perceived challenges of teaching western science and technology curriculum in a country rich in diverse cultural and language heritage? How can new approaches help teachers best serve the unique circumstances they face daily in the classroom? How can the education system best address the needs of a developing economy and propel it to the heights of industrialisation?

It has always been the desire of successive governments in Nigeria to bring about system reforms in line with national and continental aspirations. At the African Union level, member countries have agreed to Agenda 2063, which includes education aspirations to catalyse an education and skills revolution and actively promote science, technology, research, and innovation, with the goal of building knowledge, capabilities, and skills for Africa’s future. This is given impetus by the African Union’s vision of an integrated, peaceful, and prosperous Africa, driven by its own citizens to take up rightful place in their global arena. This requires pursuing a process of change guided by evidence-based decision-making, supportive legislative frameworks, and resource allocation to the actual teaching and learning process in science and technology. Can Nigeria achieve this goal with a western science and technology curriculum?