INNOVATIVE PEDAGOGICAL APPROACHES AND EMERGING ISSUES IN NIGERIAN HIGHER EDUCATION: CHALLENGES AND PROSPECTS FOR THE 21ST CENTURY CLASSROOM

Abstract

Nigerian higher education faces mounting pressure to equip graduates with 21st-century skills, yet reliance on lecture-based pedagogy persists. Global debates emphasise innovative approaches, but their application in resource-constrained contexts like Nigeria raises questions of feasibility and effectiveness. This study examines how innovative pedagogical models, particularly blended learning, flipped classrooms and problem-based learning, are being adopted in Nigerian universities, and explores the emerging issues that shape their implementation. Guided by constructivist learning theory, the study utilised a qualitative desk review of peer-reviewed literature, institutional reports, and policy documents published between 2020 and 2025. Content analysis was applied to synthesise themes on pedagogy, infrastructure, faculty readiness, and student experience. The results reveal that innovative approaches expanded during the COVID-19 pandemic, but adoption remains uneven. Barriers include poor infrastructure, high digital costs, and variable faculty readiness. Emerging challenges such as mental health strain, academic dishonesty, and inclusivity gaps also hinder impact. Innovative pedagogy has transformative potential for Nigerian higher education, but realisation requires systemic reforms. Targeted investment in ICT, continuous professional development for faculty, curriculum redesign, and stronger enforcement of regulations are recommended to ensure equity and sustainability.