The Realities and Readiness of Implementing Innovative Pedagogies in Nigeria Colleges of Education

Abstract

The transformation of teacher education in Nigeria requires a critical interrogation of existing pedagogical practices in Colleges of Education (CoE), particularly in light of global shifts toward innovative, learner-centered approaches. This paper examines the realities and readiness of implementing innovative pedagogies specifically the Flipped Classroom Model and Self-Regulated Learning (SRL) within the Nigerian Colleges of Education context. Drawing on an extensive review of contemporary literature, the paper adopts a conceptual-analytical framework to explore the structural, demographic, pedagogical, and psychological barriers that impede meaningful pedagogical reform. The findings reveal that chronic infrastructural deficits, inadequate digital access, massified classrooms, curriculum rigidity, and a deeply entrenched culture of passive learning collectively constitute formidable systemic obstacles. Nonetheless, the paper identifies strategic pathways that hold promise for context-sensitive reform, including the leveraging of low-tech and asynchronous mobile tools, the redesign of large-class instructional environments, explicit scaffolding of self-regulatory competencies, and robust institutional and policy interventions. The paper argues that readiness for pedagogical innovation in Nigerian Colleges of Education is not merely a technical or resource question but a multidimensional challenge requiring coordinated action at institutional, governmental, and professional levels. It concludes that while the road to transformation is arduous, it is navigable through deliberate, phased, and contextually responsive strategies. This work contributes to the growing discourse on reimagining teacher education in Nigeria.