ROLE OF HISTORY EDUCATION IN NATION BUILDING A CASE STUDY OF PUBLIC SECONDARY SCHOOLS OF EGOR LOCAL GOVERNMENT OF EDO STATE

This study examines the role of history education in nation-building, focusing on public secondary schools in Egor local government of Edo state. Four research questions were posed to explore the influence of history education on national identity formation, political attitudes, civic engagement, and the challenges encountered in teaching history. A sample of 120 history/social studies students from four public senior secondary schools was surveyed using the "Role of History Education in Nation Building Questionnaire (RHENBQ)." The findings indicate that history education constructs narratives that shape collective memory and critical thinking, while also influencing political attitudes and democratic values by fostering empathy and enhancing critical thinking skills. Moreover, teaching history in schools contributes to nation-building efforts by promoting national identity, empathy, civic values, and critical reflection on the past. However, challenges such as limited curriculum, insufficient teaching manpower, and political interference hinder effective history instruction in schools. Recommendations include exploring innovative pedagogical approaches, leveraging digital technologies, and addressing curriculum gaps to enhance history education and its role in nation-building. Additionally, future research should delve into specific pedagogical strategies, the impact of digital tools, and ways to mitigate challenges in teaching history effectively.