Socio-Cultural Factors Influencing Teachers’ Adoption of Learner-Centred Pedagogy in Rural Schools in Benue State

This study examines the socio-cultural factors that influence the adoption of learner-centred pedagogy by teachers in rural secondary schools in Benue State, North Central Nigeria. Learner-centred instruction has been promoted in Nigerian curriculum reforms, yet its uptake in rural school contexts remains limited, suggesting that socio-cultural variables beyond training access play a significant role in shaping teacher practice. The study employs a mixed-methods design, combining a survey of 320 teachers in rural schools across Gboko, Ushongo, and Logo local government areas with in-depth interviews of 20 purposively selected teachers and principals. Data were collected using a Learner-Centred Pedagogy Adoption Scale and a Socio-Cultural Influences Questionnaire. Quantitative data were analysed using multiple regression, while interview data were subjected to interpretive phenomenological analysis. The study draws on Hofstede's Cultural Dimensions Theory, Vygotsky's Sociocultural Theory, and Roger's Diffusion of Innovations Framework. Socio-cultural factors examined include authority perceptions of teacher roles, community expectations of formal schooling, language diversity, gender norms, and peer teacher culture. Findings are expected to reveal that authority-based teaching role perceptions and community expectations of rote instruction are the most significant cultural barriers to learner-centred adoption. Recommendations address teacher education institutions in North Central Nigeria on designing culturally contextualised pedagogical change programmes. Keywords: learner-centred pedagogy, socio-cultural factors, rural schools, Benue State, teacher practice