Purpose: The study attempted to outline the challenges that hamper the effective execution of memory retention interventions towards the promotion of sustainable learning outcomes in secondary schools in Nigeria. The problem that was being examined was the long-term instability in the academic performance of students, which was mainly attributed to the short-term memorisation, exam-based teaching, and lack of consolidation of the learnt content. The main objective was to examine systemic and instructional barriers and to suggest practical interventions to strengthen long-term retention.

Method: A qualitative research design was embraced. The sources of data included secondary sources, which included peer-reviewed journal articles, policy reports, textbooks, and examination reports. These papers were analyzed in a systematic way using content analysis to dig out common themes related to the instructional practice, assessment frameworks, infrastructural situations, and teacher readiness.

Findings: The results revealed that the access to digital retrieval tools and blended reinforcement systems was limited by infrastructural and technological differences. The excessive number of students in the classroom and the disproportionate number of students to teachers impeded the chances of formative assessment and prompt corrective feedback. The combination of examination pressure and curriculum overload predisposed students to cramming instead of spaced learning, and poor teacher training hindered the implementation of evidence-based memory strategies. The study was based on the Cognitive Load Theory and showed that these variables increased the extraneous cognitive load and impaired schema construction, which undermined long-term learning.

Conclusion: The research concluded that, despite the empirical validation of memory retention strategies, their effectiveness depends on a harmonious coordination of curriculum, assessment, teacher capacity and infrastructural provisions.

Recommendation: It is suggested that investment should be made in the area of improving digital and instructional infrastructure, restructuring assessment systems to promote cumulative retrieval, and maintaining professional growth based on cognitive science-informed pedagogy.