Journal of Christian Religious Studies

Religious diversity is a significant feature of Nigerian society, yet religious differences can generate prejudice, intolerance, and social tensions that undermine peaceful coexistence and national development. Secondary schools provide an important context for shaping young people's attitudes, values, and interpersonal relationships; however, the place of religious tolerance within the secondary school curriculum remains insufficiently examined. This study examines the relevance and implications of integrating religious tolerance education into the Nigerian secondary school curriculum. The study adopts a qualitative approach based on a critical review and analysis of relevant scholarly literature, policy documents, and theoretical perspectives on religious tolerance, curriculum development, and peace education. The study is anchored in Bandura's Social Learning Theory, which explains how attitudes and behaviours are acquired through observation, modelling, interaction, and reinforcement. Findings indicate that curriculum-based religious tolerance education can enhance students' understanding of religious diversity, reduce prejudice and stereotypes, encourage mutual respect, and strengthen peaceful relationships among learners from different religious backgrounds. The study also identifies challenges, including inadequate teacher preparation, politicisation of religious issues, curriculum constraints, and the possibility of misrepresenting religious differences. The study concludes that the systematic integration of religious tolerance education into secondary school curricula can contribute to inclusive learning environments, social cohesion, and sustainable national development. The study recommends teacher capacity development, context-sensitive curriculum design, participatory pedagogies, and collaboration among educators, religious communities, and policymakers.

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