Curriculum Reform and Skills Development: Evaluating the Philosophical and Practical Impact of the 2025 New Senior Secondary School Curriculum in Nigeria

Abstract

The 2025 Nigerian Senior Secondary School curriculum represents a strategic effort to align education with national development goals, skills acquisition, and 21st-century competencies. This study evaluates the philosophical and practical impact of the curriculum reform, examining its alignment with established educational philosophies and its potential for skills development. Using a qualitative and documentary review approach, the study analyzes empirical studies, policy documents, and scholarly works to assess the curriculum's effectiveness. Findings indicate strong philosophical coherence, particularly with pragmatism, humanism, and social reconstructionism, and emphasize the importance of vocational and digital education in enhancing employability. Challenges identified include inadequate infrastructure, teacher preparedness, and inconsistent implementation. The study recommends strategic investments in facilities, teacher training, experiential learning, and monitoring to maximize the curriculum's impact.