Youth Restiveness in Rural Communities: Social Psychological and Teaching-Learning Dimensions on NLNG and Greenville Experiences in Rumuji
DOI:
https://doi.org/10.5281/Keywords:
Youth Restiveness, Social Psychology, Teaching-Learning, NLNG, Greenville LNG, Rumuji Community, Sustainable Development, Corporate Social ResponsibilityAbstract
Youth restiveness remains a persistent challenge in many rural host communities in Nigeria, where Perceptions of Socioeconomic Exclusion, Unemployment, Environmental Concerns, and Inadequate stakeholder engagement often heighten tensions between youths, communities, and corporate organizations. This study examined Youth Restiveness in Rumuji Community through the experiences of the Nigerian Liquefied Natural Gas (NLNG) and Greenville LNG, drawing on Social Psychological and Teaching-Learning Dimensions to identify sustainable pathways for community development. The study synthesises contemporary literature and is anchored in Frustration–Aggression Theory, Relative Deprivation Theory, Social Identity Theory, Social Learning Theory, Ecological Systems Theory, and Transformative Learning Theory. It reviewed key Concepts, Empirical Evidence, and the Social Psychological factors influencing Youth Attitudes, Group Behaviour, Conflict, and Community–Corporate Relations, while highlighting the role of Education, Community Learning, Peace Education, Civic Engagement, and Skills Development in mitigating Restiveness. The analysis emphasizes the importance of inclusive Corporate Social Responsibility, Participatory Governance, Youth Empowerment, Dialogue, and Educational Interventions as mechanisms for strengthening social cohesion and promoting sustainable Development in Rural communities. The study concluded that addressing youth restiveness requires integrated Psychological, Educational, and Community-Based Strategies rather than isolated economic interventions. It recommends strengthened partnerships among Government, NLNG, Greenville LNG, Traditional Institutions, Educational Stakeholders, and Community Organizations to enhance youth participation, Employment Opportunities, Peacebuilding, and lifelong learning. The study contributes to knowledge by advancing an interdisciplinary framework that integrates Social Psychology and Teaching-Learning Principles into Corporate–Community Engagement and Sustainable Rural Development, with implications for policy, research, and practice in host communities across the Niger Delta.
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