Sociological Perspective on Transformative Curriculum Design and Implementation in The Nigerian Education System in The Fourth Industrial Revolution (4IR)

This study examines the alignment of the Nigerian education system with the demands of the Fourth Industrial Revolution (4IR), with a focus on curriculum design. The research adopted a quantitative survey design, with a population of 300 respondents drawn from universities in Lagos State. The study used a structured questionnaire for data collection, and the reliability and validity of the instrument were ensured through pre-testing and expert review, yielding a Cronbach’s alpha coefficient of 0.85. Descriptive statistics, including frequency counts, percentages, and means, as well as inferential statistics such as Chi-square tests and correlation analysis, were employed to analyse the data. The findings indicate that there is a statistically significant relationship between respondents' views on curriculum alignment and its relevance to 4IR needs (p=0.033), with a moderate positive correlation of 0.65. Faculty preparedness for teaching technology-related content shows a strong positive correlation (r =0.72, p=0.000), highlighting the importance of continuous professional development. Infrastructure availability is significantly related to digital learning success (p=0.036), with a negative correlation (-0.58) suggesting that infrastructure limitations impede effective digital learning. Social equity in the curriculum shows no significant relationship (p=0.14), but a moderate positive correlation (r=0.48, p=0.043) points to potential improvements. In conclusion, this study underscores the importance of transformative curriculum design and its alignment with the Fourth Industrial Revolution (4IR) in shaping the future of Nigerian education. The study recommended that the Nigerian education system should prioritize integrating 4IR competencies, including digital literacy, problem-solving, and critical thinking, across all levels of the curriculum, among others.