Exploration of Social Cognitive Learning Theory: An Expedition to re-enact Gender-based Violence Prevention Strategies in Nigerian Secondary Schools
Damilola Gbemisola Onaolapo 
& Sekitla Daniel Makhasane
Issue: Vol.6 No.9 Article 31 pp. 2172 – 2184
DOI: https://doi.org/10.38159/ehass.20256931 | Published online 28th August, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This theoretical paper discussed the potential of social cognitive learning theory as an effective tool for re-enacting gender-based prevention strategies in Nigerian secondary schools. The paper is premised on the impact of gender-based violence in Nigerian secondary schools and identifies factors that impede gender equality efforts in the country. The paper responded to the fundamental objectives of Social Cognitive Learning Theory. It analysed and interpreted the assumptions in line with how they could be used to respond to the management of gender-based violence, and the accuracy of the SCLT using observations and the literature to justify the assumption of SCLT to the management of gender-based violence. The paper examined the background of social cognitive theory and its capacity to provide a means of unveiling and managing gender-based prejudice.The paper concluded that SCLT provides valuable insights for re-enacting gender-based prevention strategies in secondary schools. The study indicates that gender-based violence may be prevented in Nigerian secondary schools by using social cognitive learning theory, and it offers suggestions for how school administrators should handle this issue. This study adds to existing literature on using the social learning theory to combat gender-based violence in schools.
Keywords: Gender-Based Violence, School-Based Violence, Social Modelling, Self-Efficacy, Vicarious Learning, Reciprocal Determinism
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Dr. D.G. Onaolapo is particularly interested in understanding and improving leadership on addressing gender-based violence in Nigerian schools, exploring effective strategies for secondary school management, and contributing insights to the field of school leadership. Her expertise also extends to higher education studies, reflecting a holistic commitment to advancing education in Nigeria and around the world.
Dr. Sekitla Daniel Makhasane is a senior lecturer in the School of Education Studies, where he facilitates undergraduate and postgraduate modules in the discipline of Education Management, Leadership and Law. He is currently the Assistant Dean in the Faculty of Education, QwaQwa Campus, where he oversees staff administration and students. He is particularly interested in school violence in South Africa.
Onaolapo, Damilola Gbemisola, and Sekitla Daniel Makhasane. “Exploration of Social Cognitive Learning Theory: An Expedition to re-enact Gender-based Violence Prevention Strategies in Nigerian Secondary Schools,” E-Journal of Humanities, Arts and Social Sciences 6, no. 9 (2025): 2172 – 2184, https://doi.org/10.38159/ehass.20256931
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
