Speaker
Description
UBODIOM, E.
ISAAC JASPER BORO COLLEGE OF EDUCATION SAGBAMA BAYELSA STATE NIGERIA
v1conscience@gmail.com
Track: Digital Transformation in Higher Education
REVERSING THE “SCRAPPING OF HISTORY”: HOW DIGITAL INNOVATION CAN MAKE HISTORY RELEVANT AND POPULAR AGAIN IN NIGERIAN SECONDARY SCHOOLS AND UNIVERSITIES
BY
EPEM UBODIOM
DEPARTMENT OF HISTORY EDUCATION
ISAAC JASPER BORO COLLEGE OF EDUCATION SAGBAMA BAYELSA STATE NIGERIA
EMAIL: v1conscience@gmail.com , +2348066578290
Abstract
The controversial removal and subsequent decline of History as a core subject in Nigerian secondary schools created a significant gap in the nation's educational and cultural development. The neglect of History weakened students' understanding of Nigeria's past, national identity, civic values, and socio-political evolution. Although History has been reintroduced into the school curriculum, challenges relating to student interest, teaching methods, and resource availability continue to hinder its effectiveness. Using a mixed method approach, and adopting the use of the Constructivist Learning Theory, this paper examines how digital innovation can reverse the effects of the "scrapping of History" and make the discipline relevant, engaging, and popular again in Nigerian secondary schools and universities. The study explores the transformative potential of digital technologies such as virtual reality (VR), augmented reality (AR), digital archives, interactive learning platforms, educational mobile applications, podcasts, documentaries, artificial intelligence (AI), and social media in the teaching and learning of History. It argues that integrating these technologies into History education can enhance student engagement, improve access to historical resources, promote critical thinking, and facilitate experiential learning. The paper further highlights successful global examples of technology-driven History education and assesses their applicability within the Nigerian context. It reveals’ that digital innovation can bridge the gap between traditional historical narratives and the digital generation. The study further establishes that by embracing digital tools, History can be repositioned as a dynamic and relevant discipline that fosters national consciousness, cultural preservation, and informed citizenship among Nigerian students in the twenty-first century. It concludes that strategic investments in educational technology, teacher training, curriculum modernization, and digital infrastructure are essential for revitalizing History education in Nigeria.
Keywords: History, Students, Innovation, Technology, AI