Relationship Between Continuous Professional Development and 21st-Century Curriculum Implementation among University Lecturers in Nigeria

Abstract

This study examined the relationship between continuous professional development (CPD) and the implementation of the 21st-century curriculum among university lecturers in the Department of Curriculum and Teaching, University of Calabar, Nigeria. The study aimed to determine the level of lecturers’ participation in CPD, assess the extent of 21st-century curriculum implementation, and investigate the influence of CPD and its dimensions (workshops, conferences, in-service training) on curriculum adoption. A descriptive survey design was employed, and a structured questionnaire consisting of 18 items was administered to 40 lecturers, of which 31 responses were returned and analyzed. Descriptive statistics (means and standard deviations) and regression analysis were used to test the hypotheses at a 0.05 level of significance.The findings revealed that lecturers generally participate in CPD and apply 21st-century curriculum strategies such as learner-centered teaching, technology integration, collaborative learning, and critical thinking development. However, regression analysis indicated a very weak relationship between overall CPD participation and curriculum implementation (R² = 0.0004), and CPD dimensions explained only 9.1% of the variance in curriculum adoption. In-service training showed a small positive effect, while workshops and conferences had minimal impact. The study concluded that continuous professional development is necessary but not sufficient to enhance 21st-century curriculum implementation. Recommendations include the provision of high-quality, context-specific CPD programs, strengthened institutional support, effective monitoring of CPD outcomes, and mechanisms to motivate lecturers for sustained engagement. Received: 10 January 2026 / Accepted: 26 February 2026 / Published: March 2026