Abstract
The study examined the extent to which Building Technology lecturers in Sokoto State integrate National Building Code (NBC) provisions into classroom instruction for safety and sustainable housing. A descriptive survey design was adopted. The population consisted of 35 Building Technology lecturers from Colleges of Education and Technical Colleges in Sokoto State, all of whom were studied. Data were collected using the Building Technology Lecturers’ Integration of National Building Code Provisions Questionnaire (BTLINBCPQ), a structured instrument that was validated by experts and yielded a reliability coefficient of 0.80 using the Cronbach Alpha method. Data were analyzed using mean, standard deviation, and t-test statistics at a 0.05 level of significance. Findings revealed that lecturers gave insufficient attention to practical fire safety measures, detailed material specifications, and comprehensive accessibility standards. The t-test result revealed a significant difference between urban and rural lecturers in the integration of fire safety standards. The study concluded that without deliberate pedagogical improvements, graduates may lack the competence required to apply NBC standards effectively in professional practice. It recommended regular practical training, enhanced specification-writing skills, and continuous professional development opportunities for lecturers to strengthen the integration of NBC provisions into Building Technology instruction.