Moral Education and Religious Extremism in Nigeria: A Digital Humanities Approach

Abstract

Abstract

Religious extremism among Nigerian youth poses significant threats to national cohesion, security, and educational stability. This paper explores the potential of moral education, enhanced by digital humanities methodologies, as a counter-radicalization strategy. Using a conceptual review of literature from 2018 to 2025, the study examines how digital tools such as text mining, digital storytelling, and virtual learning environments can repackage moral and civic values for digital-native learners. Findings indicate that digital humanities approaches increase learner engagement, promote critical reflection on extremist narratives, and support value internalization when integrated into curriculum and teacher practice. However, challenges such as digital divide, teacher digital literacy, and content moderation remain. The paper concludes that a digitally mediated moral education framework offers a proactive, context-relevant response to youth radicalization in Nigeria. Implications for policy, teacher training, and curriculum design are discussed.