By Sunday Nto, & Utenwo-ojo Abraham 

Introduction 

What does it take for an innovative teaching approach to take root in an education system?  

Research shows that successful uptake depends on a set of interdependent factors, including stakeholder engagement, capacity building, communication, and monitoring and evaluation. These interdependent factors underpin the structured 3-day training of selected lecturers across five (5) Colleges of Education in Nigeria (COEs), one of the major milestones of the Pre-service Teacher Education Project (Pre-STEP). This article draws on feedback from 86 lecturers who participated in the training as part of a holistic approach to fully integrating a new teaching technique into Nigeria’s pre-service teachers’ training curriculum.  

Over the past 18 months, the PRE-STEP team has generated strong evidence of the effectiveness of the 4-in-1 pedagogical model, which integrates Microteaching, the Jigsaw Method, Problem-Based Learning, and the Technological Pedagogical Content Knowledge (TPACK) to improve teacher effectiveness and curriculum efficiency. A defining achievement for the project has been the adoption of the 4-in-1 model as part of NCCE’s minimum standards for teacher education in Nigeria. The next step, as part of enabling systems change, was to equip lecturers who would sustain this approach and act as multipliers within the teacher education system. 

In the first phase, 381 pre-service teachers were trained across six Colleges of Education in Nigeria, with female participation exceeding 50%. The lecturers’ training was designed as a strategic scaling effort. A total of 100 lecturers were selected to participate in three intensive days of teaching across 5 of the 6 Pre-STEP implementation COEs in Nigeria: FCT College of Education, Zuba; College of Education, Zing; Akwa Ibom State College of Education, Afaha Nsit; Enugu State College of Education; and the Federal College of Education (Special), Oyo. The training covered the same methods that their students experienced. Sessions covered all components of the 4-in-1 model, as well as Gender-Responsive Pedagogy (GRP) module.  

 Capacity Building as the Foundation for Innovation Adoption 

One of the key entry points for increasing the uptake of education innovations is capacity building. The training of 100 lecturers underscored this as a critical learning outcome across the 5 colleges of education. 89% of the lecturers reported improved understanding of various teaching methods, including the TPACK and Microteaching, while 97% of the respondents indicated a higher  understanding of Gender-Responsive Pedagogy (GRP) 

Beyond knowledge acquisition, confidence levels were notably high. About 86% of lecturers reported being very confident in applying what they learned, with no respondents expressing a lack of confidence. This combination of knowledge and confidence underscores the effectiveness of practical, hands-on training approaches. By actively engaging lecturers in applying concepts, the programme moved beyond theoretical instruction to build real teaching competence. 

 Mindset Shift as a Result of Stakeholder Engagement 

A critical driver of uptake was the shift in lecturers’ mindset, reflecting deeper stakeholder engagement with the model. The training challenged traditional lecture-based teaching approaches and introduced more interactive, student-centred methods. The Jigsaw method, in particular, stood out as a transformative tool, redefining the role of both teachers and learners in the classroom. 

Lecturers also demonstrated increased awareness of inclusion through GRP, reflecting a broader shift toward equitable teaching practices. Importantly, this was not limited to conceptual understanding. There was strong evidence of intent to act, as nearly all participants expressed commitment to integrating these approaches into their teaching. Many indicated plans to immediately revise lesson plans and adopt more inclusive, participatory methods. 

This level of ownership signals more than passive acceptance; it reflects active buy-in, which is essential for sustained adoption. The willingness of lecturers to cascade knowledge to peers further reinforces the role of engaged stakeholders as drivers of scale. 

 The Role of Communication in Reinforcing Change 

The effectiveness of the training was also linked to clear communication of objectives, practical examples, and the quality of facilitation. Lecturers consistently rated the training as clear, relevant, and actionable. This clarity ensured that participants not only understood the model but also saw its practical value within their teaching contexts. 

Communication also played a role in shaping expectations and reinforcing key messages around inclusion, collaboration, and student-centred learning. By making the model’s benefits visible and relatable, the training strengthened motivation to adopt new practices. 

 Monitoring, Evaluation, and the Need for Sustained Support 

While initial uptake was strong, lecturers emphasized that sustained implementation depends on ongoing support systems. Recommendations consistently pointed to the need for refresher training, mentorship, and continuous supervision. This aligns with broader evidence in implementation science, which shows that one-off interventions are rarely sufficient to drive lasting behavioural change. 

Infrastructure constraints also emerged as a key consideration. Limited access to technology, unreliable internet connectivity, and inadequate teaching facilities were identified as barriers to effective implementation. These findings highlight the importance of aligning innovation with enabling system conditions. 

Monitoring and evaluation, therefore, play a dual role: tracking progress and identifying gaps that could hinder sustained adoption. Continuous feedback loops, mentorship structures, and supervision mechanisms are essential for reinforcing learning and supporting lecturers as they transition from training to practice. 

 Implications for Scaling the 4-in-1 Model 

The findings point to a clear pathway for scaling. With strong foundational capacity and high levels of stakeholder buy-in, the next phase should focus on institutionalizing support systems and expanding reach. A Training-of-Trainers approach offers a practical strategy that enables lecturers to cascade knowledge within and across institutions. 

Given that the 4-in-1 model is already integrated into the National Commission for Colleges of Education’s minimum standards, scaling efforts can build on an existing policy foundation. Each trained lecturer becomes a multiplier, influencing future teachers and, ultimately, learning outcomes at the basic education level. 

At the same time, the integration of Gender-Responsive Pedagogy signals a broader cultural shift within the education system. The strong commitment to inclusive teaching practices suggests that innovation uptake is not only about adopting new methods, but also about transforming how teaching and learning are understood. 

 Conclusion 

The experience of the Pre-STEP 4-in-1 model demonstrates that successful innovation uptake in education systems is driven by a combination of well-designed capacity building, active stakeholder engagement, clear communication, and sustained monitoring and support. When these elements are aligned, they create the conditions for not just adoption, but long-term institutional change. 

Research uptake is often framed in terms of influencing policy, but its true value lies in shaping practice. For our project, this means ensuring that, beyond policy adoption, lecturers in COEs are equipped to apply the 4-in-1 model in training future teachers. 

By focusing on those who train teachers, the project is creating a foundation for long-term systemic change. The findings from participating lecturers are clear. They understand the model, believe in its value, and are willing to implement and share it. 

Sustaining this momentum, however, requires continued investment in training, infrastructure, and institutional support. By investing in lecturers, the project extends its impact far beyond a single intervention, shaping the future of teacher education in Nigeria and the learning outcomes of generations of students.