On October 24, 2025, I arrived at Oluyole FM to find a studio buzzing with a special kind of energy: the calm yet determined excitement of a community reclaiming science in its own language. The three-week Biology in Yoruba radio quiz, part of the Imo Eda project, culminated on this day after preliminary heats on October 10 and the following week, marking what felt like a small revolution against the growing gap between science and everyday life in Nigeria. The competition featured six bright students from public secondary schools across Oyo State. In the first heat on October 10, Adetola Princess of Abadina College, Ibadan, faced Johnson Favour of Samonda Community School and Adewoyin Kabirah of Abadina Grammar School. The second heat included Rashidat Saheed of Army Day High School, Mokola, Olapemike Gbadebo of Alegongo Community High School, and Adele Testimony of Bashorun High School. Both Adetola and Rashidat emerged victorious in their respective rounds and advanced to the Grand Finale, a tense fifty-minute head-to-head competition that concluded with Adetola being crowned champion.
What distinguished this event from others was its intentional focus on teaching and testing biology entirely in Yoruba. Imo Eda Project, led by Moshood A. Abiola and Samuel Ajayi-Waldorf, aimed to dissolve the artificial barriers that often place science in a language unfamiliar to students. Over three weeks, I observed how using familiar words and culturally relevant explanations transformed dry facts into engaging knowledge. Students who would typically memorise definitions now narrate processes like mitosis and photosynthesis as stories, using metaphors from everyday Yoruba life. This shift from rote memorisation to meaningful understanding is precisely what the project seeks to achieve.
Imo Eda’s approach is both practical and equitable. By conducting the quiz on public radio, the project expanded access beyond the confines of classrooms to markets, households, and remote communities lacking formal resources. Broadcasting the competition on Oluyole FM allowed parents, siblings, and neighbours to listen in, celebrate, and begin to view science as part of their shared conversation rather than as an abstract, technical subject. Teachers present at the heats reported a renewed engagement in the classroom, with students asking sharper questions and explaining concepts to their peers in ways that resonated locally.
The visible endorsement by the Oyo State government lent credibility to the project. The Commissioner for Education, Science, and Technology in Oyo State sent representatives to witness the competition and publicly commended the Biology in Yoruba team and the Imo Eda project. Book Prizes presented by the Commissioner’s office underscored a willingness among policymakers to recognise mother-tongue approaches as integral to broader educational reform. An international partnership with The Pollination Project Foundation provided logistical and material support, enabling organisers to cover all participant expenses and ensure that no student, school, parent, or government entity bore the financial burden. Prizes were both symbolic and practical. The winner and the second runner-up received cash gifts and eco-friendly school materials, while other book prizes celebrated the value of learning itself. Participants, teachers, and parents received modest gifts and refreshments; small gestures that held significant meaning in communities where encouragement can be just as valuable as financial support.
Most importantly, the competition eliminated financial barriers for low-income students, showing that quality, inclusive educational opportunities can be achieved through creative partnerships and careful stewardship. Beyond the awards and celebration, the event offered long-term promise. Imo Eda’s model addresses three key pillars of science illiteracy: language barriers, limited access, and cultural disconnection. Teaching in Yoruba reduces cognitive load for learners; radio broadcasts expand reach; and culturally grounded explanations reconnect science to daily life. Together, these elements create a sustainable pathway toward a deeper understanding of science in communities often overlooked by mainstream educational initiatives.
As the studio lights dimmed and Adetola held her prize with a shy smile, I noticed more than just a single winner on that stage. I saw teachers invigorated by new methods, parents cheering for a child who had made complex ideas feel accessible, and organisers demonstrating that language can bridge the gap between curiosity and comprehension. If Imo Eda’s Biology in Yoruba project continues on this trajectory, it will not only produce quiz champions but also a generation of Nigerians who are fluent in science in the languages they speak daily; an essential step toward closing the science illiteracy gap in Nigeria.
