Integrity Journal of Education and Training

The decade-long armed activities by anarchic and horrendous outlaws operating in the Sankera Area of Benue State, Nigeria, have infernally impacted various sectors of society in the region, notably including education. This study investigated the impact of armed conflicts on the educational behaviours of teachers and students in the region – an area comprised of three Local Government areas of Benue State: Katsina-Ala, Ukum and Logo. Using a survey design combining descriptive and benchmark comparison approaches, the research sampled 365 teachers from a total population of 7,250 in 136 schools across three Local Government areas. Data collection employed the Armed Conflicts and Educational Behaviours Questionnaire (AC&EBQ), with analysis utilising means and one-sample t-tests against a 2.5 benchmark. Results revealed the significant prevalence of armed conflicts, manifesting through displacement, property destruction and economic disruption. Teachers exhibited negative behavioural changes including decreased motivation, frequent lateness and difficulty covering curricula. Students showed increased absenteeism, declined academic performance, and reduced engagement. Statistical analysis confirmed significant impacts of armed conflicts on both teachers' (t=17.654, p<0.000) and students' (t=26.108, p<0.000) educational behaviours. The study recommended strengthening security measures, implementing psychosocial support programmes, providing conflict-sensitive teacher training, maintaining educational continuity through alternative schooling options, increasing funding for conflict-zone education and creating flexible learning pathways.