The interplay between insecurity and poverty in Nigeria: implications for STEM teacher education and national development

Nigeria faces a dual crisis of poverty and insecurity, both of which have profound implications for education and national development. This study explored preservice teachers’ perceptions of insecurity as a predictor of poverty and examined the implications for STEM (Science, Technology, Engineering, and Mathematics) education. A quantitative, correlational survey design was adopted, involving 349 senior preservice STEM teachers from a first-generation Nigerian university. Two validated and reliable instruments—the Perception of Insecurity Scale (α = 0.94) and the Poverty Measurement Scale (α = 0.92)—were administered. Findings revealed high levels of perceived insecurity and poverty among participants. Regression analysis indicated a strong, statistically significant relationship between perceived insecurity and poverty (r = 0.86, p < 0.05), with insecurity predicting 74% of the variance in perceived poverty (β = 0.86, t = 30.88, p < 0.001). Participants identified ritual killings, kidnapping, banditry, herder-farmer conflicts, and terrorism as primary drivers of insecurity and poverty. The study concludes that insecurity exacerbates poverty and undermines the quality of STEM education in Nigeria. Recommendations for addressing these challenges include policy reforms, teacher training on trauma-informed practices, and enhanced community-based security measures.