Bridging Digital Simulations, Vocational Science Training, and Community Environmental Monitoring: An Integrated Model for Industrial Chemistry and Environmental Justice Education in Nigeria

Abstract

This paper proposes the Integrated Industrial Chemistry and Environmental Justice Education Model to address systemic gaps in the Nigerian secondary science curriculum. Traditional chemistry instruction often emphasizes rote memorization over practical engagement, leaving learners underprepared for real-world industrial and environmental challenges. The model integrates three components: (1) digital simulation-based learning to strengthen conceptual understanding of abstract topics; (2) vocational science training for hands-on exposure to corrosion testing, water quality assessment, and environmental chemistry experiments; and (3) community-linked environmental monitoring projects that empower students to analyse and respond to local water related health risks. Grounded in constructivist learning, experiential education, and digital pedagogy, it offers a scalable, context-sensitive approach aligned with Nigeria’s National Policy on Education, WAEC/NECO syllabi, and the Sustainable Development Goals, particularly SDGs 4, 6, and 13. Expected outcomes include stronger student engagement, enhanced civic and environmental literacy, workforce-ready graduates, and improved school–community–industry partnerships. Implementation strategies cover curriculum reforms, infrastructure provision, teacher training, and funding support. This paper concludes that the model is both pedagogically sound and practically feasible, offering a timely and locally relevant pathway to reposition STEM education in Nigeria toward sustainability, employability, and environmental responsibility.