A Critical Review of Ethical Issues in STEM Teacher Education in Nigeria

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dc.contributor.authorBELLO Abdulrazak Agboola
dc.date.accessioned2026-09-17T10:34:51Z
dc.date.available2026-09-17T10:34:51Z
dc.date.issued2026-07
dc.description.abstractIn an era where technological and scientific advancements are pivotal to national development, this study examined the state of STEM (Science, Technology, Engineering, and Mathematics) education in Nigeria. It aimed to dissect the complexities, challenges, and opportunities within this educational sector, particularly in the context of global educational trends and national developmental imperatives. The study reviewed ethical issues in STEM teacher education in Nigeria. It clarified the concepts of ethics, norms, and what constitutes STEM Teacher Education. The study concluded that, beyond professional ethics, STEM teachers also need grounding in ethical theories and moral thinking skills. The study advocated for the inclusion of core courses on ethical theories and moral thinking skills into the STEM teacher education curriculum in Nigeria.
dc.identifier.citationEducation, Ethics, Ethical dilemma, STEM, Teacher education.
dc.identifier.isbn978-978-63846-3-4
dc.identifier.urihttps://doi.org/10.54908/iljs.cisp2026.10.01.027
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/123456789/18970
dc.language.isoen
dc.publisherCentre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria
dc.relation.ispartofseriesCHAPTER TWENTY-SEVEN; 442-454
dc.titleA Critical Review of Ethical Issues in STEM Teacher Education in Nigeria
dc.title.alternativeGlobalising Education: Strategies, Challenges, and Sustainability
dc.typeBook chapter

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