Theatre and Education: Professional Approaches to Drama-in-Education Practice in Nigerian Schools

This study examines professional approaches to Drama-in-Education (DiE) practice in Nigerian schools, investigating how trained drama educators and theatre practitioners implement DiE methodologies to support learning across the curriculum. Drama-in-Education, as a professional discipline, uses drama processes such as role-play, simulation, tableau, and hot-seating to facilitate learning in subjects including English, History, Social Studies, and Health Education. The research investigates the training, practice, and professional challenges of DiE practitioners working in selected primary and secondary schools in Ogun and Niger states. Data were gathered through classroom observation, structured interviews with drama teachers and school administrators, and review of lesson plans and curricular materials. The study finds that DiE practice in Nigerian schools is largely informal and underfunded, with most drama teachers improvising methodological approaches in the absence of standardised training or curriculum guidance. Schools with structured drama programmes report measurable improvements in student engagement and subject performance. The research concludes that the professionalisation of DiE in Nigeria requires a formal credentialing pathway, standardised methodological frameworks, and integration of DiE training into teacher education programmes. Keywords: Drama-in-Education, professional practice, Nigerian schools, teaching methodology, curriculum integration.