Current Issue
We publish Volume 21, No. 1, Lagos Education Review June 2026 Issue, amid rapid change, new opportunities, and urgent responsibilities for education in Lagos, across Nigeria, and on the continent. This edition presents research and reflection that address classroom needs, shifting policy, and the growing role of technology. Our contributors use empirical study, critical analysis, and practical recommendations to inform educators, administrators, policymakers, and researchers who are committed to equitable and resilient systems.
Lagos has become a testing ground for innovations like public–private partnerships, community initiatives, and digital experiments which have expanded access and introduced new pedagogies. At the same time, persistent inequities—resource gaps between schools, uneven teacher preparation, and infrastructural constraints, continue to limit progress. This Issue highlights works that both celebrate successful innovations and interrogate structural barriers.
Three themes run through this Issue. First, student-centred pedagogy and teacher agency: several papers show that targeted professional development, sustained mentorship, and collaborative professional spaces lead to deeper classroom engagement and better learning outcomes. Case studies from Lagos public schools illustrate scalable practices such as peer observation and reflective practice. Second, technology and inclusion: authors treat digital tools cautiously, showing gains where reliable connectivity, local content adaptation, and teacher training accompany deployments. Other studies remind us that low-tech approaches—SMS support, radio lessons, and printed materials—remain essential for equitable learning during disruptions. Third, policy, assessment, and measurement: rigorous assessment and formative practices help teachers personalise instruction and close learning gaps. Policy commentary urges alignment of curriculum, assessment, and professional learning so that reforms can produce real improvements rather than merely administrative compliance.
I thank the scholars, teachers, and students whose methodologically rigorous and practice-oriented research enriched this Issue, and the reviewers and editorial staff at the Faculty of Education, University of Lagos, whose careful work improved each manuscript.
Looking forward, Lagos and Nigerian education must decide how to prepare teachers for rapidly changing classrooms, design resilient systems that withstand shocks, and ensure technology narrows— and does not deepen—inequality. Lagos Education Review remains committed to publishing accessible, actionable research that is attentive to equity. We invite practitioners and policymakers to engage with this Review and with subsequent Reviews.
Finally, I encourage readers to ask critical questions such as: which interventions merit scale, why do some pilots fail in expansion, and how should meaningful learning be measured across diverse contexts? Your classroom trials, policy dialogues, and research responses are essential as we work together to equip every learner for full participation in society.
Professor Simeon Adebayo Oladipo,
Dean, Faculty of Education Editor-in-Chief,
Lagos Education Review
