British Council Country Director in Nigeria, Donna McGowan, has emphasized that improving learning outcomes in Nigeria requires schools and educators to adopt evidence-based approaches that prioritize research and innovation in teaching. Speaking at the British Council Action Research Grants showcase in Abuja on Tuesday, McGowan noted that while expanding access to education remains crucial, equal attention must be directed toward enhancing the quality of teaching and learning in classrooms.
Evidence-Based Approaches in Education
McGowan highlighted that education systems worldwide are under pressure to equip young people with skills necessary to thrive in a rapidly changing environment. She stressed that school improvement should no longer rely on assumptions but on research findings and practical classroom experiences. The British Council's Action Research Grants programme empowers teachers and school leaders to identify challenges within their classrooms, test practical solutions, evaluate their impact, and share lessons with colleagues.
Success Stories from Nigerian Educators
McGowan shared the success story of Enobong Imaha, an English teacher at Pegasus School in southern Nigeria, who was selected as one of 12 researchers globally during the programme's inaugural research cycle in 2023. Imaha's study on sustaining positive classroom culture through teacher development led to professional training initiatives, school reforms, and increased student participation, resulting in improved behavior management, wellbeing, and learning outcomes. She has since become a global mentor, supporting fellow researchers across different countries.
Three Nigerian educators were recognized under the 2025–2026 Action Research Grants programme for their contributions to addressing pressing educational challenges. Chinedu Vincent Okoro, a teacher at Olumawu School, Abuja, explored how mindfulness-based interventions such as breathing exercises and yoga sessions could reduce academic stress and improve concentration among secondary school students. Ayotomi Fasuyi, Principal of Charles Dale Memorial International School in Port Harcourt, investigated the effectiveness of the Online Support for Schools platform, finding that 97 percent of participating teachers completed digital learning modules, demonstrating the potential of technology-driven professional development. Innocent Katule, a Mathematics educator at Deeper Life High School, Opete Campus, Delta State, examined how professional development interventions could address Mathematics anxiety among students, contributing to more supportive and engaging classroom environments.
Commitment to Educational Excellence
McGowan reaffirmed the British Council's commitment to supporting educational partnerships, teacher development, research, and international collaboration in Nigeria. She commended participating schools and researchers for their leadership, creativity, and dedication to improving outcomes for learners. "The future belongs to schools that are evidence-driven, learner-centred, inclusive and wellbeing-focused," she said, calling for stronger collaboration among schools, governments, communities, and development partners to advance quality education in Nigeria.
In separate presentations, the grantees shared findings from their research projects, highlighting innovative strategies to address key challenges in teaching and learning. Okoro presented outcomes on mindfulness-based interventions, Fasuyi reported on the Online Support for Schools platform's effectiveness, and Katule shared insights on tackling Mathematics anxiety through professional development. Their work underscores the transformative potential of locally driven innovations in education reform.
