Help, my Geography is dying: Understanding and reversing the decline of Geography education in public universities in Nigeria

Abstract

Declining enrolment in Geography programmes in Nigerian universities has become a growing concern, given the discipline’s importance for spatial analysis, environmental management, and sustainable development. This study examines the factors driving this trend and identifies strategies for revitalizing Geography education within the Nigerian higher education system. A quantitative survey design was adopted, with data collected through a structured questionnaire administered to 101 undergraduate Geography students from selected public universities in southwest Nigeria during the 2023–2024 academic session. Guided by a conceptual framework emphasizing career awareness, institutional learning experiences, and societal perceptions, the data were analyzed using descriptive statistics. The findings show that limited awareness of Geography-related career opportunities is the most significant factor influencing declining enrolment (37%), followed by competition from high-prestige disciplines such as engineering and medicine (26%) and negative societal perceptions of the discipline (22%). Institutional constraints, particularly limited fieldwork opportunities and financial barriers, further reduce student engagement. In addition, students’ perceptions of Geography’s relevance to the labour market remain mixed, reflecting uncertainty about its professional value. The study highlights the need for curriculum modernization through the integration of geospatial technologies, strengthened career awareness initiatives, enhanced industry–university collaboration, and improved support for field-based learning. These findings provide empirical evidence to inform strategies aimed at repositioning Geography as a relevant and professionally oriented discipline in Nigerian universities.