Integrating Islamic Studies with Civic Education in Senior Secondary Schools in Benue State

This study examines the feasibility and implications of integrating Islamic Studies with Civic Education instruction in senior secondary schools in Benue State, North Central Nigeria. Given the overlapping themes of citizenship, social responsibility, and ethical conduct shared by both subjects, curricular integration has been proposed as a strategy for enhancing civic outcomes while deepening students' appreciation of faith-based values. The study employs a descriptive survey design, using questionnaires administered to 80 Islamic Studies and Civic Education teachers and 300 senior secondary students across Makurdi, Gboko, and Otukpo. Data were analysed using descriptive statistics and chi-square tests. Findings reveal that both teachers and students recognise significant thematic overlaps between the two subjects, and a majority support the concept of thematic integration through joint projects, shared case studies, and co-facilitated discussions. Barriers identified include teacher specialisation concerns, timetabling complexity, and the absence of a national policy framework for cross-curricular integration. The study recommends pilot integration programmes in Benue State, teacher capacity-building in cross-curricular pedagogy, and engagement of the National Educational Research and Development Council in developing an integration policy framework. Keywords: Islamic Studies, civic education, curriculum integration, senior secondary schools, Benue State.