Four decades of change: The evolution of teaching styles in Nigerian science education (1983–2023)

Over recent decades, science teaching in Nigeria has shifted alongside policy and curriculum reforms, yet empirical evidence on how classroom practices have evolved remains scarce. This study examines changes in teaching styles across four decades by comparing teacher data from 1983/1984 and 2023. Using multiple-group latent class analysis, we identified four profiles of instructional practice—ranging from traditional, teacher-led instruction to low-engagement routines, mixed/varied approaches, and student-centred, exploratory teaching—and assessed whether gender and teaching experience relate to profile membership. Data came from two samples of science teachers using seven indicators of instructional practice: the IEA Second International Science Study (1983/1984; N₁=261) and a 2023 sample from Nigerian schools (N₂=377). A four-class solution best fit the data. Measurement testing indicated that profile meanings differed across periods, implying that teaching styles evolved rather than remained directly comparable over time. Covariate analyses showed limited and largely non-significant associations for gender and experience; in 2023, any gender differences were small and not robust. Findings point to a broad shift away from uniform, teacher-led instruction toward more varied and student-centred approaches, while underscoring the need for contextually grounded teacher development policies that help translate reform messages into routine classroom practice. • Teaching styles in Nigerian science education evolved markedly from 1983/1984–2023. • A four-class latent model captured distinct instructional profiles (from teacher-led to student-centred). • Student-centred and innovative practices increased substantially over time. • Gender effects were small in 2023 and absent in 1983/1984. • Results underscore the need for context-sensitive teacher development.