Heritage Awareness Among Secondary School Students in Oyo State: An Archaeological Perspective

Public awareness of archaeological heritage is a prerequisite for sustainable conservation, yet empirical studies of heritage knowledge among Nigerian secondary school students are rare. This study assesses the level of archaeological heritage awareness among Senior Secondary School students in three local government areas of Oyo State, using a structured questionnaire administered to a sample of four hundred and fifty students. The instrument tested knowledge of key archaeological sites, familiarity with Nigerian heritage legislation, attitudes toward heritage conservation, and exposure to formal heritage education content in school curricula. Findings reveal generally low levels of specific archaeological knowledge, with fewer than twenty percent of respondents able to correctly identify Oyo-Ile or Old Oyo National Park as significant archaeological localities. Exposure to heritage content through school curricula was reported by only thirty-eight percent of respondents, reflecting the marginal position of archaeology within the national secondary school syllabus. However, attitudinal responses were more positive, with a majority of students expressing willingness to participate in community heritage activities if given the opportunity. The study identifies a significant gap between heritage policy intent and educational delivery, and recommends the integration of site-specific archaeological content into the Oyo State social studies curriculum. Collaboration between the Oyo State government, NCMM, and the Department of Archaeology at the University of Ibadan is proposed as a pathway for curriculum reform. Keywords: heritage awareness, secondary students, Oyo State, public archaeology, curriculum.