This study investigated the repositioning of General Studies (GST) for national development through a multidisciplinary approach to undergraduate education in Nigeria, using Confluence University of Science and Technology (CUSTECH), Osara, and comparative insights from University of Ilorin, Benue State University and Bingham University. The study was motivated by growing concerns regarding the ability of existing GST programmes to adequately equip students with the competencies required for effective participation in contemporary society and for national development. Specifically, the study examined the structure, content, and delivery of GST programmes, students and lecturers perceptions of the relevance and effectiveness of GST in promoting national development and graduate preparedness, identified challenges affecting programme implementation, evaluated the extent to which existing GST courses promote civic, ethical, entrepreneurial, and digital competencies and proposed a multidisciplinary framework for repositioning GST in Nigerian universities. The study adopted a mixed-methods research design involving quantitative, qualitative, and documentary approaches. Data were collected through questionnaires administered to 400 undergraduate students drawn from CUSTECH, Osara, University of Ilorin, Benue State University, and Bingham University. Semi-structured interviews were conducted with GST directors, lecturers, and academic administrators, while documentary analysis of university handbooks and publicly available course outlines provided comparative curricular insights. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. Findings revealed that General Studies remains highly relevant to undergraduate education, particularly in promoting civic consciousness, critical thinking, communication skills, problem-solving abilities, and national integration. However, challenges such as overcrowded classrooms, excessive theoretical orientation, insufficient integration of digital literacy among others were identified. The study further revealed disparities in curriculum content and multidisciplinary orientation across institutions. Consequently, a multidisciplinary framework integrating entrepreneurship, digital literacy, leadership education, experiential learning, and community engagement was proposed. The study concludes that repositioning GST through a multidisciplinary and learner-centred approach is essential for strengthening undergraduate education and enhancing sustainable national development in Nigeria.
Keywords: National Development, Nigeria, general studies, multidisciplinary approach, undergraduate education
