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Article Title:
Influence Of Economics Education On Sustainable National Development In Nigeria
by Sheidu Kamoru Olanrewaju, PhD, and Ubogu Cynthia Uche (ME.D)

Abstract:
This study investigates the influence of Economics education on sustainable national development in Nigeria, focusing on senior secondary schools across selected geopolitical zones. The research was driven by concerns about the effectiveness of Economics education in equipping students with knowledge, attitudes, and skills relevant to national economic sustainability. Utilizing a descriptive survey research design, data were collected from 500 students, 80 teachers, and 20 educational stakeholders, amounting to a total sample size of 600 respondents. Data collection instruments included structured questionnaires and interviews. The demographic data were analyzed using descriptive statistics, while inferential statistics such as Pearson correlation, Chi-square tests, and ANOVA were employed to test three formulated hypotheses. Findings reveal that 65% of the students have a sound understanding of fundamental economic concepts, while 58% are aware of sustainable development issues. Furthermore, 60% of the respondents reported that Economics education positively influences their economic behavior and decision-making. The results showed statistically significant relationships between Economics education and the three examined dimensions: understanding of economic concepts, awareness of sustainable development, and responsible economic behavior. These findings affirm the relevance of Economics education in driving sustainable national development, particularly through its ability to shape students' economic reasoning and civic responsibility. The study concludes that Economics education contributes meaningfully to sustainable development in Nigeria. However, disparities across school types and regions indicate a need for equitable resource allocation, improved curriculum delivery, and enhanced teacher training. The Human Capital Theory and Constructivist Learning Theory provided theoretical underpinnings, reinforcing the argument that education fosters individual and national growth. Recommendations include policy reforms aimed at curriculum enrichment, infrastructural support, and teacher professional development to maximize the role of Economics education in sustainable national development.

Keywords: Economics Education, Sustainable Development, Economic Behavior, Senior Secondary Schools

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