CHALLENGES OF ALIGNING NIGERIA'S NATIONAL CURRICULUM WITH GLOBAL STANDARDS WHILE PRESERVING INDIGENOUS KNOWLEDGE

The challenge of aligning Nigeria’s national curriculum with global standards while preserving indigenous knowledge has become a pressing concern in contemporary education discourse. Globalisation has intensified the demand for curricula that emphasise skills such as digital literacy, scientific innovation, and critical thinking, yet Nigeria risks cultural erosion if indigenous values, languages, and community-based knowledge systems are neglected. This study explores the complexities of balancing these competing demands by examining Nigeria’s curriculum in relation to international benchmarks and the role of indigenous knowledge in shaping identity and sustainable development. Guided by Globalisation Theory, Cultural Relativism, and Hybridisation Theory, the paper adopts a qualitative and conceptual approach, drawing from secondary data including policy documents, academic research, and international reports. Findings reveal that Nigeria’s curriculum reforms are constrained by weak implementation, inadequate teacher preparation, limited infrastructural capacity, and insufficient integration of indigenous perspectives. The study concludes that achieving a balanced curriculum requires deliberate hybridisation of global competencies and local knowledge. It recommends targeted teacher development, community participation, robust policy integration, and adequate infrastructure investment as pathways to harmonisation. Such an approach ensures that Nigeria’s education system remains globally relevant while safeguarding cultural heritage and fostering national development