Towards a Responsive Approach to Teaching International Law in Nigerian Universities

Since attaining independence in 1960, Nigeria has been a key player in international affairs. It has contributed to conflict management, and supported other developing countries and international institutions in many ways. In the context of current global realities and challenges, knowledge of international law has become very important and its increasing importance makes it a foundational element of any legal system. Notably, international law has always been a source of law in Nigeria; yet in terms of scholarship, it appears not to be given the level of attention it deserves. This paper adopts a mixed research method through qualitative analyses of available literature on the research subject, and interviews conducted with seven teachers of international law across different Nigerian universities, to consider the role of pedagogical methods in providing robust learning experience and enhancing better understanding of international law. Specifically, the study analyzes the traditional methods and materials used to teach international law with a view to assessing their efficacy against the background of current global affairs. The study finds that traditional teaching methods are beneficial and therefore remain relevant. However, the complex nature of international law coupled with globalization and emerging trends in the international arena demands for more innovative and effective teaching methods. The study therefore concludes by making a case for complementing the traditional methods currently in use with modern teaching tools and techniques in line with global best practices.