INTERDISCIPLINARY FRENCH CURRICULA IN NIGERIAN HIGHER EDUCATION: PROBLEMS AND PROSPECTS

Abstract

French studies in Nigerian higher education have traditionally been organised as a monodisciplinary 
programme, with strong emphasis on teaching and limited professional diversification. In recent years, 
this structure has become increasingly problematic. Graduates face limited employment opportunities, 
declining motivation, and weak professional use of French after graduation. These challenges are 
further intensified by shifting educational policies, including the removal of French as a compulsory 
subject in the 2025 Basic and Seconday School National Curriculum. This paper examines the 
problems associated with monodisciplinary French curricula in Nigerian universities and assesses the 
prospects of adopting interdisciplinary French programmes as a sustainable alternative. Drawing on 
interdisciplinarity theory, human capital theory, and language policy perspectives, the study adopts a 
conceptual policy analysis approach grounded in interdisciplinary curriculum theory, to analyse the 
prospects of interdisciplinary French curricula in Nigerian higher education. The paper further 
reveals that French-only programmes are structurally vulnerable, narrowly focused, and poorly 
aligned with labour market demands. In contrast, interdisciplinary French curricula offer expanded 
career pathways, improved student enrolment, and stronger graduate relevance. The paper argues 
that combining French with fields such as education, international studies, translation, and 
communication enhances both academic value and employability. It concludes that curriculum reform 
through interdisciplinarity is essential for the sustainability of French studies in Nigerian higher 
education and calls for policy support from regulatory and institutional stakeholders.