Abstract
Nigeria continues to face a leadership deficit, despite the proliferation of political science graduates from its universities. This paradox highlights a fundamental problem: the disconnection between academic training and the real-world demands of political leadership. Political science as a field of study encompasses various areas such as political theory, comparative politics, international relations, public administration, political economy, political behaviour, policy studies, political methodology, constitutional law, and human rights. Existing curricula tend to overemphasise cognitive development while underplaying the affective and psychomotor domains, both of which are crucial for cultivating ethical, emotionally intelligent, and practically competent leaders. This study evaluates the relevance of the three domains of education, cognitive, affective, and psychomotor, in preparing political science undergraduates for leadership roles in Nigeria. The objective is to critically analyse the extent to which university education equips students with the holistic competencies required for effective political engagement. Employing a qualitative methodology based on secondary sources, including peer-reviewed literature, policy frameworks, and curriculum content, the study utilises content analysis to interpret and synthesise data. Findings reveal a disproportionate focus on theoretical knowledge at the expense of experiential learning and values-based education. Consequently, many graduates lack the interpersonal, ethical, and practical skills necessary for transformative leadership. The paper concludes by advocating for a balanced integration of all three educational domains within political science programmes. This approach not only bridges the theory practice gap but also contributes to national development by nurturing a generation of well-rounded, responsive, and visionary leaders.