A Critical Evaluation of the Vygotsky’s Socio-Cultural Theory as Evident within an Aspect(s) of Curriculum, Pedagogy and/or Assessment in Nigeria

Abstract

This paper offers a critical evaluation of the applicability and effectiveness of Vygotsky's Socio-Cultural Theory within the educational landscape of Nigeria, particularly focusing on its implications for curriculum design, pedagogical practices, and assessment frameworks. Drawing on an extensive review of literature, the study examines the theoretical foundations of Vygotsky's framework and explores its alignment with the socio-cultural context of Nigerian education. It investigates how Vygotsky's emphasis on the social and cultural dimensions of learning can inform curriculum development strategies that are relevant and responsive to the diverse needs and contexts of Nigerian learners. Furthermore, the paper analyzes the potential implications of Vygotsky's theory for pedagogical approaches in Nigerian classrooms, considering how collaborative and scaffolded learning environments can be fostered to promote cognitive development and academic achievement. Additionally, the study examines the intersection of Vygotsky's theory with assessment practices in Nigeria, exploring how assessment methods can be designed to authentically capture and evaluate students' socio-cultural situatedness, collaborative learning experiences, and zone of proximal development. Through this critical evaluation, the paper aims to contribute to a deeper understanding of the applicability and limitations of Vygotsky's Socio-Cultural Theory within the Nigerian educational context, offering insights that can inform educational policy, practice, and research.