Abstract

Voter education programme (VEP) is fundamental to democratic consolidation as it equips citizens with the knowledge, skills, and motivation to participate meaningfully in electoral processes. In Nigeria, the Independent National Electoral Commission (INEC) is constitutionally mandated to design and implement voter education programmes. However, stakeholders’ concerns persist regarding the content relevance, timeliness and inclusiveness of INEC VEP. The study was anchored on Cognitive Mobilisation Theory of Political Literacy and Participation. This study qualitatively appraised INEC’s voter education initiatives to examine the extent to which they are contextually relevant, timely, and inclusive to Nigeria’s diverse electorate. Data were collected through semi-structured interviews with INEC officials, civil society actors, and community leaders. Document analysis of INEC’s VEP materials and public outreach records complemented primary data sources. Thematic analysis was employed to identify patterns and draw inferences from stakeholders’ experiences. Result reveals that content often focuses narrowly on procedural aspects of voting while neglecting broader civic and political education which should align with local realities. Findings reveal that voter education programmes are predominantly ad hoc, and election-cycle driven, lacking continuity and early mobilisation. Moreover, inclusiveness remains partial, with limited reach to rural dwellers, youth, women, and persons with disabilities (PWDs). These limitations undermine voter awareness, confidence, and turnout, while creating opportunities for misinformation and electoral disengagement. The study concludes by recommending strategic reforms, including early planning, continuous civic engagement, participatory content development, and targeted inclusion strategies. These reforms are critical to strengthening Nigeria’s democratic culture and enhancing the efficacy of INEC’s voter education mandate.