Infusing Indigenous Artistic Practices into Cultural and Creative Arts Curriculum for Environmental and Socio-Economic Sustainability in Nigeria

Abstract

This paper examines the integration of indigenous artistic practices into Nigeria’s Cultural and Creative Arts (CCA) curriculum as a pathway to environmental and socio-economic sustainability. Drawing on curriculum theory, indigenous knowledge systems, and cultural sustainability frameworks, the study synthesizes Nigerian and international scholarship to explore the relevance of weaving, pottery, beadwork, dyeing, carving, and performance arts in contemporary education. The analysis identifies pedagogical approaches such as experiential learning, activity-based instruction, and community–school partnerships that can foster environmental stewardship, entrepreneurial skills, and cultural preservation. It also highlights systemic challenges, including limited teacher capacity, policy gaps, and inadequate funding. Recommendations include strengthening teacher training on indigenous arts pedagogy, embedding sustainability objectives in curriculum design, and fostering collaborations between the Nigerian Educational Research and Development Council (NERDC), artists, and local communities. The paper argues that a culturally responsive, sustainability-oriented CCA curriculum can equip learners with skills for environmental care, economic self-reliance, and cultural identity maintenance.