CHALLENGES OF TEACHING ISLAMIC STUDIES IN PUBLIC SECONDARY SCHOOLS IN POST BOKO HARAM CONFLICT MAIDUGURI

ABSTRACT This study investigates the challenges of teaching Islamic Studies in public secondary schools in post-Boko Haram conflict Maiduguri, Borno State. The insurgency caused massive destruction of educational infrastructure, displacement of teachers and students, and dleep psychological trauma, severely disrupting theeducational landscape. The study was guided by three key objectives: to identify the major challenges encountered by Islamic Studies teachers,assess the availability and adequacyofinstructional materials and infrastructure, and examine the impact of post-conflict trauma on students' engagement. Corresponding research questions were formulated to guide the inquiry into these areas. A4 descriptive survey design was adopted, with data collected from 120 respondents, including teachers, students, and school administrators, using a structured questionnaire. The outcomes revealed significant challenges, including large class sizes, frequent student absenteeism, security concerns, and inadequate administrative support. Instructional materials such as textbooks, audio-visual aids, and library resources were found to be severely inadequate. Furthermore, the study confirmed that post-conflict trauma manifests in reduced student concentration, emotional distress, anxiety during sensitive discussions, and dimninished motivation to learn. In response,teachers reported employing coping strategies such as adapting their teaching methods,collaborating with colleagues, and improvising with available resources. Based on the findings, the study offers concrete recommendations. These include the urgent recruitment of more teachers and expansion of classroom facilities to reduce overcrowding, the regular supply of updated textbooks and teaching aids, and the implementation of strengthened school security measures. Furthermore, the study recommends the introduction of structured psychosocial support programs for students and the expansion of professional development opportunities for teachers to build resilience. The study concluides that addressing these issues through systemic intervention is essential not only for revitalizing Islamic Studies education but also for leveraging its potential to foster deradicalization, ethical values, and lasting peace in the region.