By Seun Sobola
Introduction
A key aspect of this piece may be the writer’s choice of the verb ‘remolding’. This is true because the word fits the vision of the proposal, which aims to pass across an essential adjustment to the reimagining of the English department in Nigeria. What remains to be fully articulated, at this stage, may be the precise nature of that envisioned transformation.
As a graduate of English from Olabisi Onabanjo University, my four years of study provided me with a comprehensive understanding of poetry, its definitions, various forms, and Plato’s philosophical stance on its role, which collectively informed a broader engagement with the entire body of literature. I remember that Plato’s systematic treatises may be grouped into two divisions: ‘form of poetry’ and ‘content of poetry’. In regard to the two premises, we were asked a question in a literature class: To what extent can Plato’s assertion, that poetry and poets have no place in his ‘World of Forms’, be regarded as logical, appealing, and sensitive? Till today, I still remember the question. Beyond that, however, is almost equally certain that some answers in class that day may have strengthened my recollection of the question to this day. A response that answered the question was that Plato would have to be considered illogical, unappealing and insensitive because the same medium he condemned was also what he chose to write his book. On the one hand, there is a strong possibility that such answer may have made many of us to let out a deep sigh, the kind that escapes when a response strikes deeper than expected, and suddenly, our thoughts begin to unravel in quiet contemplation. On the other hand, we were taught to be critical in thinking to questions and issues of life that may later come across us.
Contrarily, in a time where education systems across the world are undergoing digital transformations: How can we remold the Humanities’ curriculum, particularly in the English department to go side-by-side with the Information Age? Does it mean that the curriculum in the English department remain significantly outdated? What skills do students need to be acquainted with to become successful in the outside world having studied English for four years in the university? It is important, however, to bear in mind the possible bias in my previous questions. Though they are not to dismantle the existing structure, they are to reshape the English curriculum to meet the digital proficiency of the 21st century. After all, a student needs the knowledge of grammar, syntax, semantics, phonetics and phonology and morphology to creatively explore the possibilities of language in both written and spoken forms.
The larger problem, however, may be tantamount to the 2024 UTME results, where 76% scored below 200, which not only show an academic failure but a systemic lapse in connecting learners to purposeful education. Equally pathetic is that after UTME, most of these students are admitted into various Nigerian universities. The failure of language-based expression, comprehension, and reasoning points to the limitations of the current English curriculum. While the growing dominance of phone addition among the students speaks to an educational system struggling to find relevance: How can the Department of English curriculum in Nigerian higher institutions with a digital consciousness establish sub-departments/courses that align with modern needs and bridge the gap between theory and practical application? It is in response to the preceding question that this proposal was written.
Statement of the Problem
It seems that Websters and Murphy’s (2008) understanding on the need to leverage technology in education is essential. The author remarked that ensuring effective learning requires the integration of new educational technologies and skills supported by innovative pedagogical approaches that foster collaboration, mobility, and communication in the 21st century. These skills are being acknowledged all over the world, but the biggest challenge facing policy makers and academic planners is how to support and teach these skills in schools and in the classrooms (Solomon and Ogbonnaya-Ngwu, 2023). It is somewhat surprising, however, that the present English curriculum in Nigerian universities today does not reflect the skills required in a digitally advancing society. As a result, there is a large population of graduates who are unable to express themselves effectively in academic, professional or digital spaces. Traditional departments are ill-equipped to handle the evolving interests and talents of students in the digital era, that include technical writing, grant writing, digital media editing, technical communication and so on.
Objectives
The objectives of the proposal are:
i. To restructure the English curriculum in Nigerian universities with digitally relevant sub-disciplines.
ii. To blend theoretical knowledge with practical digital skills necessary for 21st-century communication.
iii. To promote a reading and writing culture among youths through the integration of literature and digital expression.
iv. To partner with industry professionals and government agencies to support skill-based English education.
v. To equip English graduates with specialized career paths in content creation, editing, curriculum design, and digital communication.
Scope of the Review
This proposal centers on the restructuring of the English department curriculum in public Nigerian universities. Particularly it hopes to identify that there are certain curriculum gaps in Nigerian English departments. It will also identify models of digital curriculum integration from other countries to provide insights into global best practices. Together, this approach is believed to be adaptable to other disciplines within the humanities and can be extended to Colleges of Education, Polytechnics, and private institutions.
Methodology
This proposal will adopt a qualitative research design, employing multiple data collection methods for comprehensive analysis.
The use of curriculum analysis is a well-established approach. This pattern will help us to conduct a comparative study of existing English curricula across selected Nigerian universities. Another advantage of the approach is that it will bring about the use of interviews and focus group discussions with lecturers, students, employers, and educational policymakers to gain insights into their expectations, challenges, and future thoughts.
To measure whether the English departments have successfully integrated creative and digital courses into their programs, case studies will also be used. Literatures and opinions of scholars that are available in articles, journals, books will also be considered.
Expected Outcomes
A revised English curriculum with practical sub-departments/courses that will be taught include:
• Sub-department of Digital Media Writing
• Sub-department of Creative Writing and Publishing
• Sub-department of Curriculum Development
• Sub-department of Technical Communication
• Sub-department of Grant and Proposal Writing
• Sub-department of Editing and Proofreading
• Sub-department of Rhetoric and Web Writing
• Sub-department of Children Literature
• Sub-department of Cultural Studies
• Sub-department of Composition and Literacy
• Sub-department of Linguistics
• Sub-department of Pedagogy
• Sub-department of Textual Studies
• Sub-department of Digital Humanities
• Sub-department of Women Writing
• Sub-department of Modern Literature and Culture
• Sub-department of Advanced Studies, Leadership and Policy
• Increase in student motivation and engagement with language studies.
• Growth in employability among English graduates due to skill-specific training.
• Revival of a reading culture through literature-infused digital platforms.
• Stronger collaborations between universities, industries, and government bodies.
Implementation Plan
• Phase 1: Curriculum Assessment and Stakeholder Consultation (0–3 months)
• Phase 2: Drafting and Review of Revised Curriculum by Academic Committees (3–6 months)
• Phase 3: Training and Recruitment of Digital Experts in Sub-departments (6–9 months)
• Phase 4: Pilot Programme in Selected Nigerian Institutions (9–12 months)
• Phase 5: National Roll-out and Standardization (12–24 months)
Evaluation and Monitoring
• Quarterly Reviews: Assess departmental progress, student feedback, and academic performance.
• Annual Impact Report: Collaborations with NUC, JAMB, and academic boards to evaluate skill acquisition and employment data.
• Surveys and Digital Portfolios: Students’ project outputs, online publications, and engagement metrics as indicators of growth.
Conclusion
If the urgency to reform the English department curriculum in Nigeria is to be moved forward, a better understanding of a path that respects traditional scholarship and also meets the students’ future careers, needs to be developed. The proposal becomes not only a call for curriculum change, but a kind of cultural reset.
References
Solomon, O., and Ogbonnaya-Ngwu, C. (2023). Incorporating digital literacy into the curriculum for 21st century: Nigerian teachers’ perception. International Journal of Research and Innovation in Social Science, 7(3). https://doi.org/10.47772/IJRISS
Webster, L. and Murphy, D. (2008) ‘Enhancing Learning through Technology: Challenges and Responses’, Enhancing Learning through Technology, 1-16. Available at: https://www.researchgate.net/publication/254591401_Enhancing_learning_through_technology_
Seun Sobola, a first first-class graduate of English from Olabisi Onabanjo University, Ago-Iwoye, is a master’s student in English in the United States of America.
