Al-Hikmah University Journal

This qualitative study examines the perceptions of Social Studies teachers regarding cross-cultural marriage and its impact on national integration among Nigerian citizens. Guided by the theoretical framework of Social Constructivism and Intercultural Education. Semi-structured interviews were conducted with selected 12 information-rich Social Studies teachers from various educational institutions across Nigeria, using purposive and opportunistic sampling (convenience sampling) technique. Data from the interviews were analysed using thematic analysis technique. This enabled the researchers to group data based on recurring themes. Findings reveal that Social Studies teachers hold positive attitudes towards cross-cultural marriage, considering it a means to foster cultural understanding and integration among diverse ethnic groups. They believe that cross-cultural marriage contributes to national integration by promoting a shared national identity and breaking down ethnic barriers. These perceptions align with the goals of the National Policy on Education, which emphasizes the importance of cultural appreciation and unity. The study underscores the crucial role of teachers in promoting cultural acceptance and cohesion among students. It emphasizes the significance of incorporating intercultural education in teacher training programs and inclusive curriculum materials that reflect Nigeria's cultural diversity. The research contributes to the field of Social Studies and education by highlighting the value of cross-cultural marriage in fostering intercultural understanding and a harmonious Nigerian society. It was thus recommended that education authorities should enhance teacher training programs to include modules on intercultural education; curriculum developers should actively integrate cultural diversity themes into the national curriculum, particularly within the Social Studies curriculum; and also teachers should be equipped with strategies to create a classroom environment that respects and values students' diverse backgrounds.