Asian Journal of Education and Social Studies

This study investigates the strategic educational management of JAMB-prescribed literary texts in Nigerian secondary schools, focusing on their potential to foster students’ moral and social development. Using a quantitative approach, the research surveyed 100 literature teachers and school administrators across Enugu State and conducted thematic literary analyses of five JAMB texts: Sweet Sixteen, The Life Changer, In Dependence, The Last Days at Forcados High School, and Lekki Headmaster. Findings reveal a moderate but uneven implementation of value-based literary instruction, there is awareness of moral themes but inconsistent integration into classroom practices. Key challenges include exam-centric teaching cultures, insufficient teacher training, and administrative neglect of the JAMB texts, which are often relegated in favor of WAEC and NECO syllabi. Despite these challenges, the study found strong stakeholder support for strategic reforms that align literature instruction with moral education goals. Recommendations include collaborative training by JAMB and the Ministry of Education, policy reforms that emphasize moral teaching, and the integration of literature into broader civic and character education initiatives. The study concludes that repositioning JAMB texts as tools for cultivating ethical consciousness can enhance national values education and better prepare students for responsible university life.