Implementation of Islamic Studies in the New Basic Education Curriculum in Cross River State Schools

This study examines the implementation of Islamic Studies within the revised National Basic Education Curriculum in selected schools in Cross River State, South South Nigeria. Cross River State's predominantly Christian demographic composition and limited history of formal Islamic Studies instruction create distinctive implementation challenges distinct from those in northern Nigerian states. The study employs a descriptive survey design with questionnaires administered to 40 Islamic Studies teachers, 25 school administrators, and 10 curriculum officers in Calabar, Ogoja, and Ikom. Data were analysed using descriptive statistics and thematic analysis. Findings reveal significant implementation gaps including the shortage of qualified Islamic Studies teachers, absence of standard Islamic Studies textbooks, inadequate timetable allocation for the subject, and limited administrative understanding of the curriculum's requirements. In schools with higher Muslim student populations, implementation is marginally better but still falls short of national standards. The study recommends emergency recruitment and training of Islamic Studies teachers, provision of government-supplied teaching materials, and sensitisation of school administrators on their obligations under the national curriculum framework. These findings are relevant to the Cross River State Ministry of Education, Universal Basic Education Board, and Islamic education advocacy organisations operating in South South Nigeria. Keywords: Islamic Studies curriculum, basic education, implementation, Cross River State, minority Muslim communities.