ACHIEVING SUSTAINABLE SECURITY USING SOCIAL STUDIES PEDAGOGICAL APPROACH

This study examines the role of Social Studies pedagogy in promoting sustainable security in Nigeria. Against the backdrop of rising insecurity characterized by kidnapping, terrorism, armed robbery, militancy, and other social vices, the paper explores how Social Studies education can serve as a strategic educational instrument for fostering security consciousness, civic responsibility, and value orientation among learners. The paper adopts a conceptual and analytical approach to examine the relationship between Social Studies education and sustainable security. It emphasizes the importance of pedagogical strategies that encourage critical thinking, collaboration, and active learner participation. In particular, the study highlights the Think–Pair–Share instructional strategy as an effective collaborative learning approach capable of equipping learners with problem-solving skills, social responsibility, and democratic values necessary for peaceful coexistence and national development. Drawing from relevant literature in Social Studies education and security studies, the paper argues that sustainable security cannot be achieved solely through military or law enforcement measures but must also involve educational interventions that shape citizens’ attitudes, values, and behaviors. Social Studies education is therefore positioned as a transformative discipline capable of promoting peace education, national integration, inter-ethnic understanding, and responsible citizenship. The study concludes that effective teaching of Social Studies using interactive and learner-centered pedagogical approaches can contribute significantly to building a culture of peace and sustainable security in Nigeria. It recommends the integration of innovative teaching strategies such as Think–Pair–Share in Social Studies classrooms, as well as increased emphasis on value education, civic responsibility, and critical thinking skills in the curriculum.