Publication Details
- Publication Date
- 10/11/2026
- Volume / Issue
- Vol 1, Issue 6 (2026)
- Article No.
- 093
- Journal
- British Journal of Contemporary Research
- Received
- 28 Oct 2026
- Views
- 39
- Downloads
- 17
Geoffrey Aondolumun AYUA: Department of Science Education, Faculty of Education, Benue State University (now, Rev. Fr. Moses Orshio Adasu University) Makurdi, Nigeria
Augustina Unoaku UDEOZO: St Paul's Academy, Jos, Plateau State, Nigeria
Fanan Abigail GIRE: Department of Educational Foundations, Benue State University (now, Rev. Fr. Moses Orshio Adasu University) Makurdi, Nigeria
Meshach Terseer UGBEDE: Department of Art and Social Science Education, Faculty of Education, Benue State University (now, Rev. Fr. Moses Orshio Adasu University) Makurdi, Nigeria
Msuur TOFI: Department of Science Education, Faculty of Education, Benue State University (now, Rev. Fr. Moses Orshio Adasu University) Makurdi, Nigeria
Kelvin SAMUEL: Department of Science Education, Ahmadu Bello University, Zaria, Kaduna State, Nigeria
ORCID
Abstract
Persistent insecurity in rural Nigeria has severely undermined the attainment of Universal Basic Education, leading to mass school closures, displacement, and poor pupil and teacher retention. While initiatives such as the Safe Schools Declaration exist, rural Basic schools remain highly vulnerable due to reactive policies and limited context-specific strategies. This conceptual paper examines how resilient learning environments can be built in Nigerian rural Basic schools by drawing global lessons from countries that have sustained education amid conflict. Anchored on Resilience Theory and Policy Transfer Theory, the paper synthesizes best practices from Kenya, Mali, Afghanistan, South Sudan, and conflict-affected states in Nigeria such as Borno and Yobe. The analysis identifies five cross-cutting themes: community partnership, low-cost alternative delivery, teacher support, psychosocial and peace education, and multi-sectoral policy coordination as critical to retention during insecurity. From this synthesis, the paper proposes the "GLAM Model: Global Lessons Adapted for Marginalized Rural Schools"— a framework comprising Guarded Schools, Low-Tech Learning, Assisted Teachers, and Mindful Learners. The paper argues that sustainable pupil and teacher retention in rural Nigeria requires shifting from crisis-response to adaptive, community-driven resilience. It concludes with implications for policy, practice and future research on securing education continuity in rural communities.
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This article is published under the Creative Commons Attribution 4.0 International License . Free to read, share, and adapt with attribution.
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British Journal of Contemporary Research
Open Access · Peer Reviewed · Published by Bexford Publishing Ltd
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