Primary School Teachers’ Perceptions of the Revised Nigerian Basic Education Curriculum for Primary 1–3 and Primary 4–6 in 2025

Abstract

This study investigated primary school teachers’ perceptions of the revised Nigerian Basic Education Curriculum for Primary 1–3 and Primary 4–6 in 2025, with a focus on curriculum relevance, clarity, practicability, and the perceived challenges and opportunities in its implementation. A cross-sectional descriptive survey design was adopted, and 120 primary school teachers from Ogoja Zone, Cross River State, were selected accidentally to participate in the study. Data were collected using a structured questionnaire titled Teachers’ Perception of the Revised Basic Education Curriculum Questionnaire (TPRBE-Q), which was validated by two experts from the Department of Curriculum Studies at the University of Calabar. The validated instrument was administered via Google Forms, and the data were analyzed using descriptive statistics (means and standard deviations) and regression analysis to test the hypotheses at a 0.05 level of significance. Findings revealed that teachers generally perceive the revised curriculum as relevant, clear, and practicable, with particular appreciation for its emphasis on critical thinking, problem-solving, and the integration of Basic Digital Literacy and Pre-Vocational Studies. However, teachers reported systemic challenges including limited training, inadequate instructional resources, and insufficient infrastructure, which may constrain effective implementation. Regression analysis indicated that professional development and resource availability significantly predict teachers’ perceptions of curriculum effectiveness. The study concludes that while the revised curriculum is pedagogically sound and aligned with global competency-based education principles, its success depends on addressing systemic barriers. Recommendations include enhanced teacher training, provision of instructional resources, and institutional support to ensure effective curriculum delivery and improved learning outcomes. Received: 18 September 2025 / Accepted: 29 October 2025 / Published: November 2025