The existing literature has not sufficiently examined

The gap

Evidence profile

Sourced from the recommendations and inline gaps and stated research gap of the source papers, classified as general, spanning 5 journals.

Supporting evidence — 6 representative gaps

• ENHANCING TEACHER PREPAREDNESS FOR INCLUSIVE EDUCATION IN NIGERIAN CLASSROOMS: CHALLENGES, TRAINING MODELS, POLICY IMPACTS, AND LESSONS FROM PLATEAU STATE (2026) · International Journal of Educational Research and Development · doi

  On following the basis of recommendations are directed at specific institutional actors with primary responsibility for teacher education and inclusive education policy in Nigeria. The NERDC should undertake an immediate curriculum de-siloing exercise, mainstreaming inclusive pedagogy across all teacher education programmes rather than confining it to optional special education courses. This should include a mandatory minimum of one full academic year of inclusive education content within pre-service programmes, with practical field placements in diverse school settings as a graduation requirement. the NIGHTINGALE PUBLICATIONS AND RESEARCH INTERNATIONAL 2026 APR. NIJERD ISSN: 3027-1215 Vol. 12 NO. 8] l t n e m p o e v e D d n a h c r a e s e R l a n o i t a c u d E f o l a n r u o J l a n o i t a n r e t n l I e a g n i t h g N i 43 APR., 2026 NIJERD ISSN: 3027-1215 Vol. 12, NO. 8] NIGHTINGALE PUBLICATIONS AND RESEARCH INTERNATIONAL PUBLICATIONS AND RESEARCH INTERNATIONAL ] The Federal Ministry of Education, in collaboration with state governments, should establish regional Inclusive Resource Hubs equipped with a range of assistive technologies, staffed by specialist inclusive education practitioners, and accessible to in-service teachers across urban, peri-urban, and rural settings. These hubs should serve as both training centres and ongoing professional support structures. The National Assembly should fast-track the passage of an Inclusive Education Act that establishes legally enforceable standards for inclusive practice in schools, mandates minimum qualifications for teachers working with learners with disabilities, and creates an independent monitoring body with the authority to report publicly on compliance. The TRCN should introduce an Inclusive Educator Certification—a formally recognised professional credential for teachers who complete advanced inclusive education training—and work with the National Salaries, Incomes and Wages Commission to link this certification to tangible salary and promotion incentives. Without such incentives, the voluntary uptake of advanced inclusive training will remain limited. Finally, the Federal Ministry of Education should actively cultivate Public-Private Partnerships with domestic and international technology firms to fund the development and distribution of affordable assistive devices aligned with the Nigerian curriculum and adapted to the country's diverse linguistic and cultural contexts. Such partnerships should include provisions for teacher training in the use of these devices, ensuring that the acquisition of technology translates into improved instructional practice rather than underutilised equipment.

  generalrecommendationsevidence 5/5
  Keywords: education inclusive international training teacher publications teachers curriculum across programmes rather include minimum service diverse
• Physics Teacher Demand and Supply in Relation to Students' Academic Achievement in Public Senior Secondary Schools in Southwest Nigeria (2017–2023) (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  The researchers recommend the following based on the study’s findings: 1) Since there was a gradual steady increase in demand for physics teachers, government should prioritise targeted recruitment, training, and retention of physics teachers, where the supply-demand gap is most severe. Special incentives such as scholarships, housing, rural allowances, and career development opportunities should be provided by government to attract qualified graduates into science education. This would help bridge the critical shortage and improve the student-teacher ratio in public secondary schools across the Southwest zone of Nigeria. 2) School administrators should ensure equitable distribution of the available science teachers and make use of strategic timetabling to optimise the few subject specialist teachers available in the school. Additionally, school administrators should collaborate with teacher training institutions for teaching KIJER 3(2) 389 Kontagora International Journal of Educational Research (KIJER) Volume 3, Issue 2, March 2026 https://fuekjournals.org/index.php/kijer practice placements and part-time teaching arrangement to temporarily cushion the effect of teacher shortages while long-term solutions are pursued. 3) Policy makers in the Ministry of Education should initiate teacher subject specialism training programme (that is, training to teachers who are not specialists in physics, as well as teachers returning to the teaching profession) to assist in the number of teachers supplied to public schools.

  generalrecommendationsevidence 5/5
  Keywords: teachers training teacher physics school teaching kijer demand government science education public schools administrators available
• Inclusive Education in Ladakh: Status, Infrastructure and Implementation Challenges (2026) · International Journal of Social Science and Education Research · doi

  Future research may focus on comparative studies of inclusive education practices in different districts of Ladakh, parental attitudes toward inclusion, the effectiveness of teacher training programmes, the role of social workers in educational settings, and the impact of assistive technologies and support services on the educational outcomes of Children with Special Needs (CWSN).

  generalinline gapsevidence 5/5
  Keywords: educational future focus comparative inclusive education practices different districts ladakh parental attitudes toward inclusion effectiveness
• Philosophy of Education and Social Transformation in Nigeria: How Relevant Can Curriculum and Pedagogic Practices Be? (2026) · British Journal of Education Learning and Development Psychology · doi

  The following recommendations have been suggested: 1. 2. 3. 4. 130 There should be a periodic review of curriculum materials by relevant stakeholders in Nigerian education to ensure their relevance and adequacy to the interests and needs of the child. Teachers in the nation’s education system should be trained and updated from time to time on the review of curriculum materials in order to adjust their pedagogic practices. The government should fund education adequately in the provision of teachers and learners’ welfare, in infrastructural development and in creating the enabling environment for both teaching and non-teaching staff. The government should also address the issues of education policy formulation in a manner that is devoid of inconsistencies and excessive reliance on foreign orientations. Article DOI: 10.52589/BJELDP-KOZ7T1KE DOI URL: https://doi.org/10.52589/BJELDP-KOZ7T1KE British Journal of Education, Learning and Development Psychology ISSN: 2682-6704 Volume 9, Issue 1, 2026 (pp. 117-131) www.abjournals.org REFERENCES Amaele, S., & Okere, J. E. (2016). Philosophy of technology education in Nigeria: Past and present. Universal Journal on Sustainable Developmental Research, 13 (1), 160-161. Aminigo, M., & Nwaokugha, E. (2006). An advanced introduction to philosophy of education. Zelta Research Consult. Aristotle, (1904). Ethics. Methuen. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan. University of Chicago Press. Dewey, J. (1933). How we think. D.C. Heath & Co. Dewey, J. (1938). Individualism, old and new. Minton Baker and Co. Dewey, J. (1943). The School and Society. University of Chicago Press. Dewey, J. (1963). Experience and education, Collier Macmillan Durkheim, E. (1956). Education and Sociology. Free Press. Federal Republic of Nigeria. (2014). National policy on education. NERDC Press. Igwe, S. O. (2004). The UBE programme in Nigeria: Challenges and prospects in management of primary and secondary Education in Nigeria. The Nigerian Journal of Educational Philosophy, 33 (1), 261-262. Kearney, N. C. (1960). Curriculum: The encyclopedia of educational research. Macmillan. Mkpa, M. A. (1999). Education and national development: The status, problems and prospects in Nigeria. Social sciences and National Development. Whyte and Whyte Publishers. Nwaogu, B. G. (2015). Educational research: Basic Issues and methodology Nsukka: University Trust Publish. Obaji, D. I. (2017). Teachers perception of the utilization of instructional materials in teaching social studies in junior Secondary Schools in Calabar Municipality. Global Journal of Educational Research, 16, 47. Ofoego, C. O. (2017). Philosophy of education: focusing higher institutions.Uzopietro Publishing Company. Ofoego, C. O. (2022).

  generalrecommendationsevidence 5/5
  Keywords: education philosophy dewey nigeria development journal press educational curriculum materials teachers teaching macmillan university national
• Influence of Curriculum Adaptation on Effective Implementation of Physical Education Programs in Nigeria’s Special Schools (2026) · Federal University Gusau Faculty of Education Journal · doi

  Based on the findings and conclusion of this study, the following recommendations were made: 1. Curricular Reform & National APE Standardization: The Federal Ministry of Education (FME), in collaboration with the Nigerian Educational Research and Development Council (NERDC) and the National Commission for Special Education, should review and revise the national Physical Education curriculum. The updated curriculum must embed explicit, standardized Adapted Physical Education (APE) modules, complete with guidelines for task differentiation across various disability categories. 2. Pre-Service & In-Service Professional Teacher Development: Teacher training institutions (Universities and Colleges of Education) across Nigeria should make Adapted Physical Education (APE) a compulsory core course for all undergraduate physical education and special education majors. Furthermore, State Universal Basic Education Boards (SUBEBs) should organize continuous professional development workshops to train in-service teachers on modern adaptive instructional strategies, assistive technology integration, and modified sports rules. 3. Provision of Adaptive Equipment and Accessible Infrastructure: State Ministries of Education and school administrators should allocate dedicated budgetary resources for acquiring specialized, low-cost adaptive sports equipment (e.g., sound-emitting balls, tactile boundary markers, modified sports wheelchairs, ramps, lightweight oversized racquets). School grounds and sports facilities must also be renovated to comply with accessibility standards (ramps, smooth pathways, tactile paving). 4. Multi-Disciplinary Support and IEP Implementation: Special schools should adopt Individualized Education Programs (IEPs) for PE delivery. Physical educators should collaborate with physiotherapists, occupational therapists, special educators, and healthcare professionals to tailor physical activities to each student's functional capability profile.

  generalrecommendationsevidence 5/5
  Keywords: education physical special sports national development service adaptive curriculum must adapted across professional teacher state
• ENHANCING TEACHER PREPAREDNESS FOR INCLUSIVE EDUCATION IN NIGERIAN CLASSROOMS: CHALLENGES, TRAINING MODELS, POLICY IMPACTS, AND LESSONS FROM PLATEAU STATE (2026) · International Journal of Educational Research and Development · doi

  The existing literature has not sufficiently examined the interaction between national policy frameworks and localised implementation realities at the state level. The literature has not systematically integrated the Social Model of Disability as an analytical lens for evaluating teacher preparedness within the Nigerian context. Much of the available empirical work is concentrated in southern and urban contexts.

  generalstated research gapevidence 5/5
  Keywords: existing literature has sufficiently examined interaction between national

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