IGWEBUIKE: African Journal of Arts and Humanities

This article gives a careful look at the social and cultural barriers that stop young women from getting a good education in Nigeria. These involve problems like male-dominated attitudes, child marriages, faith-based views, financial challenges, duties in the home, and long-held ideas that see girls' education as a smaller bet than sons' education. Also, the present dangers from instability and violence focused on gender, play a big part in the higher rates of missing class and leaving school in some regions. The investigation used important and logical methods to look into the profound thinking effects of these difficulties within the setting of the nation's push for Sustainable Development. From the philosophical perspective, these difficulties show a structural failure to uphold the core ideas of fairness, equity, and human rights. The work claims that the steady exclusion of females from top-level schooling presents a major roadblock to the Nigerian government's commitment to human development and financial progress. A community cannot reach real long-term stability if its progress is built upon an unjust and lopsided sharing of learning chances. Therefore, the paper advocates for interventions that move beyond mere policy to include critical social dialogue and cultural reorientation. This shift is necessary to align traditional values with the ethical imperatives of equity required for Nigeria to realise its full sustainable development potential.

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