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Öztabak, M. Ü. (2022). International Schools and Educational Programs: A Critical Analysis from a Cultural Perspective. In B. Akgün, & Y. Alpaydın (Eds.), Education Policies in the 21st Century (pp. 217-237). Springer.
https://doi.org/10.1007/978-981-19-1604-5_9

has been cited by the following article:

• TITLE: Navigating Two Worlds: The Masked Challenges of a Dual Curricula in Nigerian Private International Secondary Schools

  AUTHORS: Maria Onne Idenyi, Moses Ebi Modupe Bariki

  KEYWORDS: Hybrid Curriculum, International Schools, National Identity, Curriculum Overload, Nigerian Education Policy, WASSCE, NECO, IGCSE

  JOURNAL NAME: Creative Education, Vol.17 No.4, April 27, 2026

  ABSTRACT: This study examines the increasing adoption of blended curricula in Nigerian private international secondary schools, which involve integrating the Nigerian national curriculum with foreign models. This combination is often justified as a pathway to educational quality and global competitiveness. Drawing on critical curriculum theory and policy analysis, the study examines the implementation and effects of these curricular arrangements through existing empirical literature. The analysis shows that curriculum hybridity frequently results in cognitive overload among other effects, which undermine Nigeria’s national policy on education by marginalising indigenous values and weakening national identity formation.