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ERCP

ESUT Review of Curriculum and Pedagogy

Curriculum studies, instructional design and teacher development

Open AccessCC BY 4.0AnnualISSN pending
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Aims & Scope

The ESUT Review of Curriculum and Pedagogy publishes scholarship on curriculum theory, instructional design, educational measurement and the professional development of teachers. The Review particularly encourages studies that interrogate curriculum reform and classroom practice in Nigerian and wider African school systems.

The Review provides a scholarly forum for curriculum researchers and teacher educators across the faculty and beyond.

Latest articles

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Research ArticleVol. 1, No. 1 (2025)

Competency-Based Curriculum Reform in Nigerian Secondary Science: Policy Intent and Classroom Reality

Ifeoma Ugwu

Nigeria's shift toward competency-based curricula promises learner-centred science instruction, but implementation depends on what teachers actually do. Drawing on classroom observation in 30 schools and document analysis of curriculum guides, this study finds a persistent gap between stated competency outcomes and examination-driven classroom practice. The paper identifies assessment reform as the binding constraint on curriculum change.

ERCP30 September 2025pp. 1–26244812
Review ArticleVol. 1, No. 1 (2025)

Mentoring Models for Early-Career Science Teachers: A Systematic Review

Obinna Anyanwu

Early-career attrition among science teachers is a persistent concern across African school systems. This systematic review synthesises 47 studies published between 2010 and 2024 on mentoring interventions for novice science teachers. Structured, subject-specific mentoring with protected time consistently outperformed informal pairing, though few studies measured retention beyond three years.

ERCP30 September 2025pp. 27–58167534
Research ArticleVol. 1, No. 1 (2025)

Gender Participation in STEM Enrolment Across South-East Nigeria: A Five-Year Trend Analysis

Amina Bello, Ifeoma Ugwu

Using enrolment records from 2019 to 2024 across five south-eastern states, this study traces gender participation patterns in senior secondary science streams. Female enrolment in biology consistently exceeded male enrolment, while physics and further mathematics remained strongly male-dominated. The analysis links subject-level disparities to career guidance practice rather than measured ability differences.

ERCP30 September 2025pp. 59–80231726

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Manuscripts undergo double-blind peer review by two or more reviewers drawn from the editorial board and an external reviewer pool.

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All content is immediately and permanently open access under a Creative Commons Attribution 4.0 licence.

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