The Application of Hausa Oral Literature in Primary School Environmental Education in Zamfara State

Environmental education in northern Nigerian primary schools faces the challenge of connecting global environmental concepts to the lived ecological experience of Hausa-speaking pupils, and Hausa oral literature represents an underutilised pedagogical resource for this purpose. This study examines the professional application of Hausa oral literature including proverbs, folktales, and riddles as instructional tools in primary school environmental education in Zamfara State. A professional application action research design was employed, developing and piloting an environmental education lesson series for primary four to six pupils that integrated Hausa oral literary texts with environmental science content. The lesson series was implemented in three pilot schools in Gusau and Talata Mafara, with teacher training conducted in partnership with the Zamfara State Teaching Service Board. Pre and post assessments of 180 pupils measured environmental knowledge gains and attitudinal change. Qualitative data from teacher reflective journals and pupil focus groups assessed engagement and learning experience quality. Findings from the pilot reveal significant gains in environmental knowledge and positive environmental attitudinal indicators among pupils in the oral literature-integrated classes compared to control classes using conventional textbook instruction. Teachers report increased pupil engagement and discussion participation when lessons incorporate familiar oral literary material. The study recommends integration of Hausa oral literature into the national basic science curriculum as an environmental education resource and development of teacher guides for oral literature-based environmental lessons. Keywords: Hausa oral literature, Environmental education, Primary school, Zamfara State, Pedagogical application.