Redefining the Selection of Yoruba Language Textbooks for Secondary Schools to Promote Sustainable Development in Ogun State, Nigeria

Abstract

This study aimed to rethink the criteria for selecting Yoruba language textbooks for secondary schools in Ogun State, Nigeria, to promote sustainable development. Textbook selection is the process of identifying, evaluating, and choosing appropriate textbooks to support teaching and learning within an educational setting. Selecting a textbook is an important issue since it can affect the quality of teaching and learning. The study adopts a descriptive survey research design. The population consists of teachers in public secondary schools in Ogun State. A total sample of one hundred teachers (100) was collected from 20 selected public secondary schools in the Ijebu North Local Government Area, Ogun State, Nigeria. The study finds that a key criterion for Yoruba language textbooks is the cultural relevance and authenticity of the content. The textbook should be current and pedagogically innovative, integrating modern teaching methods, including digital tools and interactive exercises. A Yoruba language textbook must align first and foremost with the curriculum and educational standards set by relevant educational authorities. Therefore, the study recommends that textbooks incorporate concepts related to sustainable development; include a diverse range of voices, perspectives, and experiences to reflect the multicultural and multilingual society of the Yoruba people; and consider how technology can be integrated into the textbooks to enhance learning and engagement. This could include interactive digital resources, multimedia content, or online platforms for collaborative learning. It is also important to provide teachers with training and support on effectively using the textbooks in the classroom to promote sustainable development