The need to incorporate more storytelling textbooks into Nigeria’s secondary school curriculum has been underscored. A pilot report by KNOSK N100 A-Day School, Abuja, revealed that many traditional textbooks in Nigeria are difficult for students to comprehend.

According to the report of a pilot study on the storified textbooks project, most traditional textbooks are often written in relatively complex languages and contain topics, illustrations, and examples that may not be relevant to students.

The study, which was sponsored by Ford Foundation, was conducted in 16 public junior and senior secondary schools in three states: Cross River, Kano, Enug,u and the Federal Capital Territory (FCT), involving 389 students.

Titled ‘Making learning easier and more fun among underserved students: a study of traditional textbooks vs storified textbooks,’ it also recommended capacity-building on storification and simplification of learning materials, as well as policy support and adoption.

The Guardian recalls that a report by the World Bank indicated that Nigeria is faced with a staggering learning crisis, with about 70 per cent of children in schools who cannot read and write or perform basic numeracy tasks by age 10.

While the KNOSK report pointed out that storified textbooks better cater for already existing learning gaps students in low-cost schools struggle with, it explained that they have the potential to cover for some inefficiencies created by unqualified teachers and inadequate access to regular textbooks.

Speaking at the 2025 Education Equity and Access Conference in Abuja where the document was presented, co-founder, KNOSK N100 A-Day School, Irene Bangwell said the findings underscore the urgent need for a paradigm shift in how educational content is developed and delivered in Nigeria.

Bangwell emphasized that incorporating storytelling textbooks can significantly enhance learning outcomes, particularly for underserved students, by making educational materials more relatable, engaging, and accessible.

This approach, she said, addresses critical issues such as complex language, irrelevant content, and learning gaps exacerbated by unqualified teachers and inadequate resources.

Also, the Director of Programmes, British Council Nigeria, Chikodi Onyemerela, highlighted the importance of innovative approaches to education, such as storytelling textbooks, in addressing Nigeria’s learning crisis.

Onyemerela stressed the need for collaboration between policymakers, educators, and stakeholders to drive meaningful change and improve learning outcomes for all students, particularly those in underserved communities.

In their separate goodwill messages, Sherifat Adegbesan of the National Orientation Agency (NOA), as well as a representative of the Department of Quality Assurance, commended the initiative and the report’s recommendations.

They highlighted the potential of storytelling textbooks to enhance education quality and accessibility in the country.