Arabic Language Education in Contemporary Nigeria: A Critical Review of the Challenges, Prospects and Lessons for the Future

Abstract

Arabic language education in Nigeria represents a complex and evolving field that spans over a millennium of historical development, encompassing both non-formal traditional systems and formal institutional frameworks. This literature review synthesises existing scholarship on the historical evolution, institutional development, contemporary challenges, and future prospects of Arabic education in Nigeria. The review traces the origins of Arabic education to the 11th-14th centuries when Islam arrived through merchants and preachers, establishing a knowledge-based educational tradition that has persisted to the present day. It examines the dual-system nature of Arabic education, comprising non-formal Qur'anic centres (Makarantan Allo/Ileekewu Waala and Makaratan Ilimi/Kewu Itumo) and formal institutions including the School of Shari'a, the National Board for Arabic and Islamic Studies (NBAIS), and the Nigeria Arabic Language Village. The review identifies persistent challenges including lack of standardised curriculum, inadequate teacher training, insufficient infrastructure, limited instructional materials, and weak government support. Contemporary debates surrounding the integration of Arabic into the national curriculum, particularly following recent proposals by Bauchi State Governor Bala Mohammed, are examined alongside global trends in Arabic education. The review concludes by identifying critical research gaps and proposing directions for future inquiry, emphasising the need for curriculum reform, teacher professionalisation, and strategic policy integration to reposition Arabic education as a contributor to Nigeria's development in the 21st century.