Theological Education and Social Engagement: Building Social Justice Competencies in Nigerian Seminary Curricula

Nigerian theological seminaries prepare ministers for a society marked by profound inequality, corruption, and social injustice, yet social justice formation is typically marginal in seminary curricula. This study examines current social justice content in Nigerian seminary curricula and develops a social justice competency integration model for theological education. A curriculum audit and professional development design was adopted, examining the curricula of eight theological seminaries across the South West, North Central, and South South zones for social justice content. Interviews with twenty seminary lecturers and ten church social action practitioners assessed current teaching and identified gaps. A competency framework was developed drawing on public theology, liberation theology, and the Reformed social gospel tradition, contextualised for Nigerian realities. Five core social justice competencies were identified: prophetic biblical hermeneutics, theological analysis of systemic injustice, community organising and advocacy, economic ethics and poverty theology, and interfaith cooperation for justice. An integration model is proposed that embeds these competencies across existing theological disciplines rather than creating a standalone course. Expert review by seven theological educators and five church social action leaders confirmed the framework's relevance and implementability. The study recommends that the Association of Evangelical Theological Institutions in Nigeria adopt this competency integration model as a curriculum enhancement standard for accredited member institutions.

Keywords: theological education, social justice, seminary curricula, social engagement, Nigerian theology