Curbing social impediments for educational innovations in the context of higher institute of learning

Abstract

Social impediments are the greatest threats to higher institutions of learning in developing countries. The influence of social ills is felt as attendance in learning institutions continue to dwindle and result to growing students drop-out rates. Curbing and incorporating social impediments in the higher education system can enhance innovative collaborative skills to solve global problems thus providing adequate opportunities for students to experience real-life learning experiences in different fields of the job market. For the purpose of this study, the scoping review aided by qualitative approach were used to plot extant evidence for insights into social impediments in the context of higher institutions of higher learning. Primary data based on interviews was extracted through thematic technique supported by quotations and narrative summaries from forty-five (45) participants. The final outcomes show increasing interest by learning institutions to try and curtail social impediments. In addition, it was revealed that curbing social ills, more educational institutions should include social issues as part of their core curricula to shape students’ future for specialized innovative skills.