Educational Innovations: Teachers’ Perspectives on Inclusive Practices and Assessment Strategies in Secondary Schools in Ilorin West, Nigeria

Abstract

Education in the twenty-first century is undergoing significant transformation, driven by technological advancements, global calls for inclusive schooling, and a shift towards assessment practices that move beyond high-stakes examinations. In Nigeria, however, the gap between policy aspirations and classroom realities remains a pressing concern. Teachers, as frontline implementers of reforms, play a decisive role in determining whether these innovations succeed or remain superficial. This study was therefore undertaken to explore secondary school teachers’ perspectives on educational innovations, inclusive practices, and assessment strategies within Ilorin West Local Government Area of Kwara State, Nigeria. Adopting a descriptive survey design, the research drew on data from 120 teachers across public and private secondary schools, selected through stratified random sampling. A structured questionnaire, validated by experts and tested for reliability, was used to gather quantitative data, which were analysed through descriptive statistics and independent samples t-tests. Findings revealed that teachers demonstrated a strong commitment to innovative and learner-centred pedagogies, though participation in professional training opportunities remained limited. Inclusive practices, particularly gender equity, were widely embraced; however, accommodations for students with disabilities were less consistently applied. Assessment practices reflected a gradual shift toward formative and feedback-oriented approaches, yet technology-based assessments and provisions for special needs students were less frequent. While no significant differences were found between public and private schools in innovation and assessment practices, private schools reported slightly higher engagement in inclusive strategies. The study concludes that teachers are positively disposed toward educational reform, but their efforts are constrained by systemic barriers such as inadequate training and limited resources. By amplifying teachers’ voices, this research contributes practical insights for policymakers and underscores the need for targeted interventions to bridge the gap between reform ideals and classroom realities