EMPIRICAL ASSESSMENT OF THE INFLUENCE OF GLOBALIZATION ON TRADITIONAL TEACHING AND LEARNING PRACTICES IN CULTURALLY SENSITIVE ENVIRONMENT: CASE STUDY OF PUBLIC SECONDARY SCHOOLS IN BORNO STATE

Abstract

Globalization is speeding up vis-vis technological advancement and significantly influencing how teaching and learning are delivered in schools. However, underserved communities are still caught up in the web of traditional educational practices and yet to immensely benefits from globalization-induced practices. Based on this, the study evaluates the impact of globalization on traditional teaching and learning practices in culturally sensitive environments like Borno state. With globalization fueling pedagogical changes through technology, standardized curricula and global-inclined learning practices, Borno state faces both opportunities and challenges. The study adopted a descriptive survey design, involving the deployment of structured questionnaire to 300 educators across 15 public secondary schools in urban, semi-urban and rural areas of the state. The sampling was done to capture all social context in Borno. Findings reveal that adoption of global educational practice is very low in Borno State.  This implies that the state is still rooted in traditional systems for teaching and learning. Furthermore, the barriers to effective integration of global teaching and learning methods include infrastructure deficit, inadequate educator training, and cultural resistance. The study argues for global practices to be fully embraced; it needs to be combined with traditionally and culturally inclined. The study made case for large-scale investments in infrastructure, capacity building programmes for educators and curriculum overhaul to ensure globalization fortifies local learning structures in Borno.