Abstract
The Nigerian university education system is in severe crisis, reflected in the deteriorating welfare of lecturers, poor funding of research, decaying infrastructure, and declining societal respect for scholarship. This paper, written from the standpoint of a scholar directly engaged in the university system, examines the socio-economic hardships confronting Nigerian lecturers, their implications for national development, and possible solutions. Using a qualitative analytical methodology based on documentary review, policy analysis, and interpretation of Islamic textual sources, the study assesses both contemporary academic conditions and their ethical significance. Findings indicate that persistent policy failures, chronic underfunding, poor remuneration, and weak institutional accountability have contributed significantly to the erosion of academic productivity, brain drain, declining research quality, and loss of professional dignity among lecturers. Integrating Islamic ethical perspectives, the paper argues that neglect of education contradicts Qurʾānic injunctions and Prophetic teachings on knowledge (ʿilm) and justice (ʿadl). The study concludes that a revival of Nigeria’s educational system requires not only policy reforms and economic investment but also moral commitment to treat education as both a right and a divine trust (amānah).
author/Haruna, L.S., Yusuf, O.Y., Ibrahim, Z., Achara, I.Z., & Abdullahi, A.Y.
journal/Al-Takamul IJ - 1 | December 2025 |
