GEN-MULTIDISCIPLINARY JOURNAL OF SUSTAINABLE DEVELOPMENT
The vision of the journal is to provide educative and informative information on sustainable development to meet vision 2030 goals and to promote the throughput rate of academics across the globe. The journal is an initiative of The Global Education Network (GEN), a global community of scholars with more than two hundred academic researchers and professionals practising in Africa, Europe, the United States of America (USA) and Asia. GEN is a non-profit academic organisation established in 2012. GEN operates by collaborating with institutions and scholars globally, to achieve one of its main objectives; to proffer education for sustainable development. GEN organised its first academic conference on topical and exigent issues at the Kampala International University, Dar es Salaam, Tanzania in the year 2012. The research focus of GEN reflects all aspects of education. GEN has a close working relationship with the Kampala International University, Dar es Salaam, Tanzania, where the founder of GEN, Prof. Martins Fabunmi was the first Dean of its Faculty of Education. The 2012 GEN conference in Tanzania, launched a sustained and expanding international collaboration strategy which has continued for the past 10 years. During this period, GEN has collaborated with higher education institutions across African countries to ensure conferences take place annually. The list of conferences and their themes given below provides an overview of the work of GEN in the last decade as an advocate of quality education and research, sustainable development, and global learning. www.globaledunet.org
THE ROLE OF ARTIFICIAL INTELLIGENCE IN NETWORKING- A REVIEW
The growing complexity of digital infrastructures, fueled by the rise of IoT devices, cloud computing, and advanced communication systems, creates considerable challenges for managing networks. Traditional, manual approaches are no longer adequate to meet the evolving demands of modern networks. This paper explores how artificial intelligence (AI) is transforming network engineering, shifting from rule-based, manual systems to fully automated, AI-powered operations. Technologies like machine learning, deep learning, and reinforcement learning provide real-time analytics, traffic control, anomaly detection, and predictive insights, significantly boosting network performance, security, and reliability. Additionally, it delves into how this shift is altering the skill set required of network engineers, placing greater emphasis on expertise in AI, machine learning, and data analytics. The paper also examines how AI-driven frameworks, such as Software Defined Networking (SDN) and Network Function Virtualization (NFV), enhance network flexibility and scalability. Ultimately, it underscores the essential role of network engineers in integrating AI technologies to maintain the security, efficiency, and resilience of digital infrastructures, while highlighting the need for ongoing professional development to navigate the AI-driven landscape.
Copyright (c) 2025 oghenemarho KARIENREN, Roqeeb OLANIYI , Hassan OLUGBILE, Olisa OKWUOBI https://creativecommons.org/licenses/by/4.0
CULTURALLY RESPONSIVE TEACHING (CRT) IN THE UNITED STATES OF AMERICA AS A PATHWAY TO A NEW ORDER IN TEACHING SOCIAL STUDIES IN DIVERSE SOCIETY: A LITERATURE REVIEW
Culturally responsive teaching (CRT), an approach to education that values students' diverse cultural backgrounds, constitutes a new order in teaching Social Studies in diverse societies such as the United States of America. This paper explores existing literature CRT on CRT in the United States of America. The review considers the principles of CRT, the concept of cultural competence, strategies for implementing CRT, challenges and solutions to CRT implementation, and why CRT is essential in teaching Social Studies in the United States of America. The paper concludes that culturally responsive teaching is vital in the United States as it addresses the diverse needs of students, reduces educational inequities, enhances teachers' cultural competence, prepares students for a globalized world, and promotes positive relationships in the classroom. The paper recommends among others that CRT as a new order in the teaching of Social Studies should be included in the Social Studies Curriculum in the United States of America as a reflection of the diversity of American Society.
Copyright (c) 2025 James Idowu WOJUADE https://creativecommons.org/licenses/by/4.0
FLORA SPECIES COMPOSITION AND DIVERSITY ON SUBSISTENCE AND FALLOW FARMLANDS IN THE SUBURBS OF IBADAN METROPOLIS, NIGERIA
Restoration techniques are a strategy required in managing farmlands adjoining urban sprawls to engender regeneration of vegetation following extended periods of cultivation and fallow. Scholarly information concerning land regeneration through fallow practice still remains unknown. This study thus discusses an evaluation of tree species on subsistence farming parcels in the Suburbs of Ibadan Metropolis, Nigeria. Four (4) randomly selected transects of 100m 120m×30m intervals, were established across the six (6) semi-urban local governments: (Akinyele, Egbeda, Ido, Lagelu, Ona Ara, and Oluyole, LGAs), resulting in twenty four (24) transects for the entire study area. Three (3) 8m×8m quadrats were randomly selected and established along each transect. Flora survey within the study site was carried out. Diameter at breast height (DBH)(cm) and height (h)(m) of trees-species ≥10cm, seedlings and saplings with a diameter of less than 10cm were measured, respectively. Tree species≥10cm, and seedlings/saplings ≤10cm, were determined. Plant identification was determined using the Kew-Tropical Handbook. A semi-structured questionnaire was administered to farmers to identify the length of farming and fallow periods. Data was analysed using QGIS, Shannon's Index of Diversity, Correlation, and ANOVA. Results showed that 81% of the 38 tree-species were found within the study area. Relationship between farming/fallow period and tree-species <10cm dbh was significant (β2 = 0.682). Anacardiaceae was the most prevalent within the study area. Tree species’ abundance increased during fallow for up to six (6) years. There was no correlation between the age of abandoned farmlands and plant diversity or richness, but there was for seedlings and saplings.
Copyright (c) 2024 Kolawole FARINLOYE, Idowu OLOGEH, Funmilayo ONI, Folashade FARINLOYE, Igho FAYOMI, Adesola ADEDIRAN https://creativecommons.org/licenses/by/4.0
ASSESSMENT OF RAINFALL PATTERN AND HOUSEHOLD FOOD SECURITY IN OLUYOLE AND IDDO LOCAL GOVERNMENT AREAS OF OYO STATE, NIGERIA
Food security and appropriate nutrition are essential for making progress towards sustainable development. It has been stated that about two (2) billion people worldwide, particularly those living in rural and semi-urban regions, face moderate to severe food insecurity, and hunger rates have risen in recent years after falling steadily for decades. the FAO ascribed much of this growth to climate change. There is a lack of empirical evidence on the relationship between climatic conditions and food security in Ibadan metropolis; a city with mix of rural, semi-urban areas; therefore, an assessment of the Rainfall Pattern (RP) and Household Food Security (HFS) was conducted in Oluyole and Iddo Local Government Areas (LGAs) of Oyo state, Nigeria. Climatic data RP for the research locations were collected from the International Institute of Tropical Agriculture's (IITA) Ibadan Meteorological Station between 2018 and 2019. The sample included 265 families from 37 enumeration areas, and was intended to be represntative of both Oluyole and Iddo LGAs. Multi-stage cluster sampling was employed, and the EAs represented the entire LGA, which were randomly picked using a GPS offset of 0-10km. Follow-ups were undertaken in 2020-21, and 2022-2023, with an attrition rate of approximately 3% per cycle. Sets with fixed effects Regression models were used to investigate the relationships between rainy season precipitation and two household food security indicators: the Food Consumption Score (FCS) and the Reduced Coping Strategies Index (rCSI). Data were analysed using descriptive and inferential statistics with alpha=0.05. In 2018-19,292-21, and 2022-2023, rainy season precipitation averaged (1375.60mm, 1398.34mm, and 1420.18mm, respectively). Each home has an average family size of five, and 56.3% of respondents are involved in farming and related activities. The primary source of income of chosen households was derived from staple crop (Maize) farming, with farm sizes ranging from 1-6ha. Maize yield was 15% higher on average, resulting in net returns ranging from N2,900 to N4,795 per hectare. There was a significant link between the FCS (2.78) and rCSI* (-0.014), indicating that rainfall pattern affected food security of households. Households in both Oluyole and Iddo LGAs were particularly susceptible to changes in rainfall patterns. Interventions, such as increasing access to extension services, expanding agricultural index insurance, and implementing programs to mitigate climate-induced food security, may promote climate change resilience in Oyo state's Oluyole and Iddo local government areas.
Rainfall Pattern, Household Food Security, Ibadan, Nigeria, and Climatic Conditions
Copyright (c) 2024 Kolawole FARINLOYE https://creativecommons.org/licenses/by/4.0
THE POTENTIAL OF TECHNOLOGY-BASED PEDAGOGY FOR PROMOTING SUSTAINABLE EDUCATION IN MAUN SCHOOLS
The study investigates the potential of technology-based pedagogy in promoting sustainable learning in Early Childhood Education (ECE) within Maun Schools. Vygotsky's socio-cultural theory provided the theoretical pivot for examining the dynamics of cognitive development within a classroom setting, exploring its implications for pedagogical practices and student learning outcomes. The research employed a case study. The study used qualitative method and the instruments used comprised of interviews, questionnaires, and classroom observations were used to collect data. The sample consists of 25 participants who are 20 teachers and 5 administrators from three schools and two pre-schools and purposive sampling was applied. Through thematic analysis, the study exposes the perceptions of teachers and administrators regarding the benefits and limitations of technology-based pedagogy. Findings revealed that technology-based pedagogy stimulates 21st-century skills which include digital literacy, critical thinking, problem problem-solving among learners and teachers. There is a need for recurrent evaluation and constant improvement of technology-based pedagogy initiatives in promoting sustainable learning in ECE. It was recommended that schools should offer ongoing support and resources to help teachers effectively integrate technology into their teaching practices while promoting sustainability concepts in ECE classrooms.
Copyright (c) 2024 Sitshengisiwe NKOMAZANA, Sibonginkosi MHLANGA https://creativecommons.org/licenses/by/4.0
ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN THE 21ST CENTURY: CONTINUOUS ASSESSMENT REVIEW
Continuous assessment is one of the tools used in measuring students’ academic performance or achievement during a course of study and it serves as a modal for evaluating effective teaching and learning. The focus of this paper is to examine the impact of continuous assessment on academic achievement of students. The paper examines and reviews the meaning of continuous assessment, and, the characteristics of continuous assessment, it discusses the fundamental basis for using continuous assessment for effective teaching and learning, and Various ways of implementing continuous assessment within schools to determine students’ academic success. It goes further to provide additional information on features of good continuous assessment records, problems that hinder the implementation of continuous assessment in evaluating students’ academic performance and also the impact or influence of continuous assessment on the academic achievement of students. The paper also enumerate some of the problems of using continuous assessment in assessing students’ academic success among which are; the lack of adequate instruments for assessment, some teachers’ lack the skill of instrument construction, absence of a proper monitoring programme among others. In conclusion, continuous assessment if well implemented will provide a method of assessment that will bring about proper guidance of the learner and in the same vain allow the teacher to assess his instructional material.
Copyright (c) 2024 Folake Sarah OLANIYAN https://creativecommons.org/licenses/by/4.0
GAME - BASED LEARNING AS A CORRELATE OF SECONDARY SCHOOL STUDENT’S PERFORMANCE IN VOCABULARY IN ONDO METROPOLIS IN 21ST CENTURY NIGERIA
The study was conducted to ascertain game-based learning as a correlate of secondary school student’s performance in English vocabulary in Ondo metropolis. The study adopted a quasi- experimental design using pretest and posttest one group and a control group. The population for the study comprised all junior secondary school students in Ondo West Local Government Area of Ondo state and the study sample comprised one hundred and sixty (160) JSS2 Students randomly selected from four schools from the local government area. The instruments used to guide the study included Test, puzzle game and lesson plan. The test was used to determine student’s performance before and after instruction in the experimental and control groups while the puzzle games and lesson plan were used during instructions. Data collected were subjected to t-test. Findings revealed that there was no significant difference between the pretest scores of students in English vocabulary in the experimental and control groups, there was a significant difference between the pretest and post-test scores of students in English vocabulary in the experimental and control groups; and there was a significant difference between the post-test scores of students taught vocabulary with puzzle games and those in the control groups. The study therefore recommended that, junior secondary school students should be exposed to game-based method of instruction during English vocabulary lessons, in -service trainings, seminars and workshops be regularly organized for English language teachers so as to enhance their teaching methodologies and proficiency
Copyright (c) 2024 Olubunmi Christianah OLAGUNDOYE https://creativecommons.org/licenses/by/4.0
INFLUENCE OF SOCIAL SUPPORT ON RECIDIVISM AMONG INMATES IN CORRECTIONAL CENTRES IN SOUTHWESTERN NIGERIA
Criminality is assuming a dangerous dimension in Nigeria leading to recidivism. Recidivism refers to the act of committing a crime again after having served a prison sentence. The prevailing poverty due to failing promises of ruling political parties and policies somersault aggravating affliction and promoting aggression has tremendously increased inmates in correctional centres and multiplied recidivism in correctional centres in Southwestern Nigeria. This study examined the influence of social support on inmate recidivism. The study used a descriptive survey research design. The population for the study consisted of all inmates in correctional centres in Southwestern Nigeria. The study sample consisted of 140 inmates selected using a proportionate sampling technique from three purportedly sampled correctional centres in the study area. Predictor of Inmates Recidivism in Correctional Centre (PIRCC) was used to elicit information from the respondents. Data were analysed using frequency count, simple percentage, chi-square and multiple regressions. The results showed the most committed offences by inmates were armed robbery and stealing/burglary (35.7%) in Southwestern Nigeria. The result also showed no significant influence of social support (Wald x = .788 p-value- 0.375 > 0.05) on recidivism tendency among the inmates in Southwestern Nigeria. The study concluded that Social support did not influence recidivism among inmates in correctional centres in Southwestern Nigeria.
Copyright (c) 2024 Victor Olugbenga OLALEYE, Olubukola Olarewaju OYEYEMI https://creativecommons.org/licenses/by/4.0
THE EFFECT OF DUAL LANGUAGE SELF-DIRECTED LEARNING APPLICATION ON THE ACADEMIC ACHIEVEMENT OF NON-YORUBA SPEAKERS IN YORUBA LANGUAGE PEDAGOGY
The study investigates differences in the performance of male and female different categories of non-Yoruba language learners after being exposed to the Dual language (Yoruba and English) self-directed learning application on the academic achievement of non-Yoruba learners in the Yoruba language. The subjects used were sixty non-Yoruba speakers. Pretest- posttest quasi-experimental design was adopted. A dual language self-directed learning application achievement test was the instrument used. Two research hypotheses and two research questions were used. The results revealed that the post-test mean score of male learners was 18.082, with an SD of 2.306 while for female learners was 18.068, SD was 2.280 . The mean difference between the male and female was 0.026. This means that there is no significant difference exists in the post-test scores of male and female non-Yoruba language learners. RQ2 revealed no difference in the post-test mean scores of performances of different categories of non-Yoruba language learners (students, teachers, working class) in the Yoruba language due to the utilisation of dual language self-directed learning application. H1 revealed that the calculated value of “t” is 0.035, p-value of 0.178. H2 revealed no significant difference in the performance of male and female non-Yoruba language learners in the Yoruba language. H2 revealed calculated values of 22.748, 24.966 and 23.046, respectively. p-value < 0.05 for each of the different categories of non-Yoruba language. learners. Hence, there is no difference in the performances of the different categories of Yoruba L2 learners The study concluded that dual language self-directed application is a viable pedagogy.
Copyright (c) 2024 Adebisi Elizabeth BANJO https://creativecommons.org/licenses/by/4.0
VIRTUAL CLASSROOM MANAGEMENT AND SECONDARY SCHOOLSTUDENTS ATTITUDES TOWARDS LEARNING DURING LOCKDOWN COVID-19 PANDEMIC IN LAGOS STATE, NIGERIA
The mindset of secondary school students regarding education, particularly during a lockdown during the COVID-19 pandemic appears to have had an impact on students' academic performance. This study aimed to investigate the relationship between virtual classroom management and secondary school students’ attitudes towards learning in Lagos State, Nigeria. The descriptive research design and survey type were used for the study. A multistage sampling procedure using a simple random sampling technique, a total of 1497 secondary school students and 935 teachers were selected from 66 schools in Lagos State for the study. Data was collected through a self-structured questionnaire and analyzed using both descriptive and inferential statistics. Data was collected through a structured questionnaire and validated using Cronbach’s Alpha to determine the reliability (α= 0. .931) of the instrument using a descriptive survey design. Frequency counts, percentages and correlation analysis were used to analysis the data. The findings showed that virtual classroom management was mostly related (r=0.838) to the students’ learning attitudes during the lockdown COVID-19 pandemic. The study recommended that the Lagos State government should provide technological support to secondary schools, provide effective training for teachers and work on a strategy to improve secondary school students’ attitudes towards learning in Lagos State, Nigeria.
Copyright (c) 2024 Julianah Oladunni FALORE, OREDEIN OREDEIN https://creativecommons.org/licenses/by/4.0
DIGITAL EDUCATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD CLASSROOMS OF ZIMBABWE
Since the advent of COVID-19, education systems worldwide have increased their investment towards digital education from primary school to university level. Several governments have prioritized their educational agendas to adapt strategies or policies around digital teaching and learning for sustainable development. In Zimbabwe, the heritage-based education 5.0 philosophy recently introduced by the Minister of Higher Education advocates for digital education which aims at transforming the economy for sustainable development. With the increasing call for digital education by the government and ministry, it is important to critically examine the current teacher practices on digital education in early childhood classrooms (ECD). The study adopted an interpretive paradigm and a multiple case study design involving three teachers from three different schools. Data was solicited from three ECD teachers from three different schools through face-to-face semi-structured interviews and document analysis. Despite teachers’ remarkable efforts to implement digital education in ECD classrooms, the process was marred by a myriad of challenges. On a positive note, exposing young learners to digital education develops well-rounded abilities relevant to their future careers and personal lives. In addition, sustainable development equips learners with the knowledge, values, and skills necessary to address global challenges and contribute to a more sustainable future.
Copyright (c) 2024 Agnes PAKOMBWELE https://creativecommons.org/licenses/by/4.0
21ST-CENTURY PEDAGOGIES FOR SUSTAINABLE EDUCATION: IMPLICATIONS ON THE LEARNERS
The world of education has evolved significantly in the 21st-century, necessitating a shift in pedagogical approaches to promote sustainable learning outcomes. This has brought about transformative changes in education, prompting a reevaluation of pedagogical approaches to ensure sustainable learning for students. Ultimately, this emphasises the critical role of pedagogy in promoting sustainable education practices for the holistic development of learners in the digital age. This article explores the concept of pedagogy and 21st-century pedagogies, key features of 21st-century pedagogy, 21st-century teachers and skills, pedagogical approaches in education for sustainable development, types of pedagogy, sustainable education, and implications of pedagogies on learners within the framework of sustainable education and in promoting sustainable education practices for the holistic development of learners in the digital age. Understanding these implications is crucial for educators and policymakers striving to cultivate a dynamic and inclusive learning environment that empowers learners to thrive in an ever-evolving world. In conclusion, the integration of 21st-century pedagogies holds immense promise for advancing sustainable education and will benefit learners to meet up with in an ever-changing world. It was recommended that if the 21st-century pedagogies were leveraged, it would create a dynamic, inclusive, and sustainable learning environment that would empower learners to thrive academically, socially, and emotionally in an ever-changing world.
Copyright (c) 2024 Mary Mojirade AYANTUNJI, Gabriel Oladotun OLATOYE, Senimetu ILEUMA https://creativecommons.org/licenses/by/4.0
THE IMPACT OF THE 21ST CENTURY CO-PARENTING OPPORTUNITIES AND CHALLENGES ON THE SOCIAL DEVELOPMENT OF EARLY CHILDHOOD LEARNERS A CASE OF MAUN DISTRICT
The focus of the paper was to explore the impact of 21st-century co-parenting opportunities and challenges on the social development of early childhood learners. Thirty parents, twenty documents, and ten teachers were selected to be part of the study. The study applied attachment theory which contends that children are born with a psycho-biological system. A qualitative approach and a case study design guided the process of the study. Interviews, document analysis, and questionnaires were the tools used to collect data. Collected data was qualitatively presented, analysed, and interpreted to make informed decisions. The results showed that the modelling of conflict resolution and support system are attributed to consistent co-parenting. Furthermore, established was that children raised under co-parenting may exhibit emotional distress and lack of stability among others. From the findings, it can be concluded that it is essential for parents to recognise the importance of providing a stable, supportive, and nurturing environment for their children. Therefore, we recommend that by prioritizing effective communication, consistency, and cooperation, parents can help alleviate the negative impacts of co-parenting challenges and promote positive social development in their children.
Copyright (c) 2024 Sibonginkosi MHLANGA, Sitshengisiwe NKOMAZANA https://creativecommons.org/licenses/by/4.0
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) AND LEADERSHIP SKILLS ACQUISITION AMONG GIRLS IN ANGWAN RUKUBA, NIGERIA
Despite the recognised global importance of women in leadership and Science, Technology, Engineering and Mathematics (STEM) education, girls in rural areas encounter significant barriers in working towards leadership and science-based careers. This study explores the impact of non-formal education (NFE) initiatives such as community hubs and after-school programs, using a case study of the Four18 Humanitarian Initiative’s Pad-a-Girl community development program in the rural community of Angwan Rukuba, Jos, Plateau State, Nigeria as a case study. This study employed a qualitative research design to explore the impact of non-formal education (NFE) initiatives, specifically community hubs and after-school programs, on promoting leadership and skills among girls in rural communities. The research shows that this learning paradigm promotes values and attitudes through critical thinking, problem-solving, and collaborative learning skills essential for success in leadership and STEM subjects. This observation is linked to the educational philosophy of Paulo Freire which has developed into a cross-curricular Global Learning (GL) experience now adopted as Global Citizenship Education (GCE) in schools and higher institutions. SDGs 3, 4 and 5 provide targets and indicators for gender inequality such as limited resources, gender stereotypes, state and community crises, and cultural norms which hinder girls' participation in leadership and STEM-related activities.
Copyright (c) 2024 Evelyn UDOFIA, Tomisin ADEYEMI, Roy Tokunbo OLOWU https://creativecommons.org/licenses/by/4.0
COLLABORATIVE TEACHING APPROACH IN PRE-SERVICE CAREGIVERS/TEACHERS EDUCATION: IMPERATIVE FOR SUSTAINABLE QUALITY EARLY CHILDHOOD CARE AND EDUCATION IN NIGERIA
The study investigated the effect of the Collaborative Teaching Approach on pre-service teachers’ knowledge in some selected course outlines. The population for the study comprised all 200 level pre-service teachers in the Department of ECCE in the Federal Colleges of Education in Southwestern, Nigeria. The sample for this study consists of eighty (80) 200-level pre-service teachers who were purposively selected in the Department of ECCE in Federal College of Education, Iwo, Osun State Nigeria. The study adopted a quasi-experimental design with a non-equivalent pre-test and post-test control group. Three null Hypotheses were formulated for the study. The result revealed that there is a significant impact of CTA on pre-service teachers’ knowledge of marking and cutting of letters A-Z (F (1, 77) = 85.660, P < 0.05). It also revealed that there is a significant influence of CTA on pre-service teachers’ practical knowledge of printing patterns and images and converting them to templates (F (1, 77) = 34.256, P < 0.05). Lastly, the result revealed that there is no significant influence of CTA on pre-service teachers’ ability to work with fruit templates and create 3D effects using lines (F (1, 77) = 0.919, P > 0.05). The study concluded that CTA significantly influence pre-service teachers’ knowledge of tracing templates of letters, printing patterns and images and converting them to templates. The study recommended further implementation of the approach in Colleges of Education and other Institutions that train pre-service teachers.
Copyright (c) 2024 Oluwaseun Temitope Lawal , Hamdalah Adejoke ORISADARE https://creativecommons.org/licenses/by/4.0
THE POLITICS OF CURRICULUM IMPLEMENTATION IN AFRICA.
The curriculum decisions made about teaching are not just about educational content, not about whose voices are heard, or whose knowledge is valued, but also how societies envision education. So, understanding the dynamics of curriculum politics is fundamental to understanding the nature of implementation and the success possibilities of any curriculum implementation. This paper therefore found it important to investigate the kind of curriculum politics that prevails in Africa and how it influences curriculum development in schools. The study's objectives were to explore how politics influences the curriculum implementation process in Africa and establish strategies that can improve the curriculum implementation process amidst the political dynamics. The study adopted a methodological inquiry approach based on secondary data sources. Findings revealed the politicization of curricula in Africa significantly impacts teacher autonomy, teaching methodologies, and opportunities for professional development along the way through restrictive guidelines, standardized testing pressures, and conflicting pedagogical approaches. The study recommends addressing the politics of implementation through a multifaceted approach, where emphasis on prioritizing transparency, teacher empowerment, flexibility, and ethical inclusivity can be used to navigate the challenges and create an educational ecosystem that empowers individual educators.
Copyright (c) 2024 Fredrick SSEMPALA, Winnifred Birabwa NAMAZZI https://creativecommons.org/licenses/by/4.0
THE 21ST CENTURY COMPETENCE-BASED-PEDAGOGY REFORM AND SUSTAINABLE TEACHER EDUCATION THROUGH TRANSFORMATIVE LEARNING MODEL
Systems in the 21st century are increasingly embracing competency-based pedagogy (CBP) reform fors ustainable education and socio-economy development mainly determined by teacher education (TE) andt eaching quality. The CBP reform for sustainable development is complex and needs alternative TE and teachingw ith transformative learning (TL) insights that are still scantily spread in diverse fields. To assist ins trengthening existing debilitations, the current article uses the TL model to analyse TE’s response to CBPr eform for sustainable education. The main question is how TE responds to CBP reform for sustainablee ducation through the TL model insight. To seek answers, the research design uses text comprehension,questionnaires and focus-group discussions with 409 samples in Cameroon CBP-reform-TE transitions. Outsetf indings reveal scanty TL insights with weak TE response to CBP reform fors ustainable education that needsr evival. Improving TL insights of articulating-diverse-prior-experience, engaging-critical-reflection-discourse, enacting-varied-interactive-practices; controlling-constrains and reusing-ongoing-evaluation-outcomes thati terate CBP reform also updated TE and student learning outcomes. In conclusion, iterating CBP reforms in TEt hemes needs a TL journey for trainees-teachers and learners as transformative agents who update mutuall ifelong development outcomes. TE programs should respond to 21st-century pedagogy reforms for sustainablee ducation and socio-economy development through further TL model characterisations
Copyright (c) 2024 Nji Clement BANG, Rosemary M. SHAFACK, Yaro Loveline YULIA, Henry Asei KUM https://creativecommons.org/licenses/by/4.0
EFFECT OF TWO COGNITIVE BEHAVIOUR THERAPIES ON REDUCTION OF CRYSTAL METHAMPHETAMINE INTAKE AMONG UNDERGRADUATE YOUTHS IN ABIA STATE FOR SUSTAINABLE DEVELOPMENT
This study investigated the effect of two cognitive behaviour therapies on the reduction of Crystal Methamphetamine intake among undergraduate youths in Abia State. Quasi-experimental design of a pre-test, post-test and control group using a 3x2 factorial matrix was adopted for the study. The population consisted of all the undergraduate youths in Abia State. A purposive sampling technique was used to sample 30 undergraduate youths. The treatment consisted of Rational Emotive Behaviour Therapy and Self-Control combined therapies (REBT+ SC). A 15-item instrument titled the Crystal Methamphetamine Intake Questionnaire (CMIQ) was used for data collection. The instrument was validated by three experts. Cronbach alpha statistic was used to obtain a reliability coefficient value of 0.83. Mean and standard deviation were used to answer the research questions and analysis of covariance (ANCOVA) to test the null hypothesis at a 0.05 level of significance. The result revealed that Rational Emotive Behaviour and Self-Control Therapies were effective in the reduction of Crystal Methamphetamine intake among undergraduate youths. It was recommended that REBT and SCT should be employed by professional counsellors and psychologists in assisting undergraduates to stop the intake of crystal methamphetamine.
Copyright (c) 2024 Rebecca Eyiuche AGHADINAZU, Lovelyn Akumjeli IKEJIAKU https://creativecommons.org/licenses/by-sa/4.0
ENVIRONMENTAL IMPACT ON ENERGY EFFICIENCY OF ARCHITECTURAL STUDIOS IN SELECTED TERTIARY INSTITUTIONS IN LAGOS MEGA-CITY, NIGERIA
The core developmental value system of the 21st century is sustainability, which has been approached from multiple perspectives, including energy efficiency. Indoor environmental quality, comfort and sustainability in indoor spaces are key factors to be considered. This study aims to evaluate the Indoor Environmental Quality (IEQ) as a design parameter for measuring energy efficiency, the Impact of Energy efficiency on the IEQ of Architectural studios as well as the relationship between indoor environmental quality as a design parameter for measuring energy efficiency and impact of energy efficiency on IEQ of Architectural Studios in selected tertiary institutions in Lagos Mega City. The key objectives were to assess indoor environmental quality as a design parameter for measuring energy efficiency, the Impact of Energy efficiency on IEQ of Architectural studios and examine the relationship between indoor environmental quality as a design parameter for measuring energy efficiency and the impact of energy efficiency on IEQ of Architectural Studios. A quantitative data collection method of the structured survey with both closed- and open-ended questions was designed, data were collected from 108 students in the selected tertiary institutions on the IEQ parameters and energy consumption of their architectural studios. Data were analysed using the Statistical Package for the Social Sciences (SPSS). 89 respondents agreed that energy efficiency impacts the architectural studios' indoor environmental quality, accounting for 82.4%. In comparison, the remaining 19 respondents (7.6%) disagreed on the energy efficiency impact on the architectural studios. Also, a positive relationship exists between IEQ as a design parameter for energy efficiency and the effect of energy efficiency on the IEQ of architectural studios. Therefore, the study recommends that architectural studios be designed to maximise energy efficiency principles.
Lagos Mega-City and Tertiary Institution
Copyright (c) 2024 Opeyemi Adeola ASAJU, Bamidele Jonathan ADEWUMI, Akintunde O. ONAMADE, Oluwole A. ALAGBE https://creativecommons.org/licenses/by-sa/4.0
SOME PRACTICAL ISSUES IN THE EVALUATION OF FOREIGN CERTIFICATES IN SOUTH AFRICA
The quality of the qualifications possessed by mobile students affects job opportunities and the eligibility for other higher qualifications in a country different from the issuing country. The processes involved in the evaluation run on some principles that are worthy of investigation because of the potential consequences which they can have on the aspirant student, institution and labour provider. This paper employed the qualitative method for its interrogation of the issues; hence data collection is through the desktop modality to source relevant information from, published academic journals, books and relevant guidelines. The discussion examined; the procedure for the evaluation of foreign certificates in South Africa and the different approaches to quality management systems in higher education that posed challenges to the evaluation of foreign qualifications. The paper recommends that quality assurance agencies may engage in networking with external agencies and programme experts to ensure appropriate standards are set for the review of qualifications across borders, such external involvement will provide the necessary information and manpower required for such exercise. Also, a constant monitoring and review of the processes and approaches to quality in higher education is of great importance. There is a need to set up mechanisms for the verification of qualifications by all institutions to eliminate falsification and purchase of issued certificates. And lastly, reviewers should maintain ownership of the report of an evaluation of foreign certificates.
Copyright (c) 2023 Bolatumi OYEGOKE, Buyisani DUBE https://creativecommons.org/licenses/by-sa/4.0
SOCIAL JUSTICE, PEACE, AND SECURITY FOR SUSTAINABLE DEVELOPMENT
Despite the various developmental plans formulated by the Nigerian government, sustaining the recorded development in the country seems to be a mirage. This research explored the critical need for sustainable national development in Nigeria, with a particular focus on social justice, peace, and security. The paper analyzes the impact of these concepts on sustainable development and employs Herman Daly's theory as the theoretical framework for analysis. The paper discusses strategies for promoting social justice, peace, and security and also addresses the potential obstacles to their implementation. The conclusion drawn is that social justice, peace, and security are fundamental pillars of sustainable development. These concepts are vital for the advancement of individuals and communities in Nigeria. By providing valuable insights into the challenges and opportunities of promoting social justice, peace, and security, this research paper highlights the importance of these concepts for the long-term development of the country. It recommends that Nigerian government must take proactive measures to ensure that social justice, peace, and security are promoted and sustained for the benefit of its citizens.
Copyright (c) 2023 Felicia Adekemi OPATUNDE, Afolakemi OREDEIN https://creativecommons.org/licenses/by-sa/4.0
CHILD ABUSE AND MENTAL HEALTH FOR SUSTAINABLE DEVELOPMENT: IMPLICATIONS FOR COUNSELLING
This study provides a groundwork for child abuse, its causes and effects on child’s mental well-being and the implications on sustainable development of the country. It is estimated that 218 million kids between the ages of 5 and 17 across the world are engaged in child labour in one form or another, and this expose them to hazardous chemicals, working conditions and accidents that are detrimental to the mental and physical development of a child. The study discusses the role of counselling psychologists, while amplifying their responsibilities to abused children. Also, discusses the issues that should be considered in the assessment and treatment of abused children and their families. The study posits that dealing with child abuse and mental health will be more effective when counselling psychologists leave the four walls of the school to provide support for abused children who are already traumatized emotionally, thus, integrating them into the school system in order to function maximally in the society and every area of their lives.
Copyright (c) 2023 Monilola Dasola OYETADE, Adeola Adedoyin ADEBAYO https://creativecommons.org/licenses/by-sa/4.0
ENTREPRENEURIAL EDUCATION AND ENTREPRENEURIAL MINDSET AMONG STUDENTS OF OSUN STATE COLLEGE OF EDUCATION, ILESA
This study is premised on ascertaining the relationship between entrepreneurial education and entrepreneurial mindset among the Degree students of Osun State College of Education Ilesha. The population of this study comprised two hundred and seventy (270) final-year degree students in the College. The sample size for this study comprised one hundred and sixty-one (161) respondents who are graduating this academic session (2021/2022). The questionnaire was adopted for data collection. Regression Analysis was the statistical tool that was used for the Data Analysis. Three null hypotheses were set for the study. Two of the hypotheses which stated that there was no relationship between Entrepreneurship Education and personal attitudes, and perceived behavioural control which was a constituent of the entrepreneurial mindset were rejected and the alternative hypotheses which stated that there were relationships were based on a decision rule that specified, rejected (H0 if p < 0.05) null hypotheses if the p-value is less than 0.05 and accept if otherwise. However, the other hypothesis which stated that there was no significant relationship between entrepreneurship education and subjective normative, a constituent of entrepreneurial mindset was accepted, and the alternative was rejected based on the same decision rule. Findings revealed that the higher the personal attitude and perceived behavioural control, the higher the mindset to be involved in entrepreneurship after graduation. The findings further showed that students who had gone through entrepreneurship education will have the mindset to start their own businesses. The study concluded that Entrepreneurship Education promotes an Entrepreneurial mindset.
Copyright (c) 2023 Victor OLALEYE, Esther Ajoke ILUGBO https://creativecommons.org/licenses/by-sa/4.0
PERCEPTION OF SECONDARY SCHOOL TEACHERS ON THE APPLICATION OF RESEARCH FINDINGS IN CLASSROOM PRACTICES: IMPLICATIONS FOR SUSTAINABLE DEVELOPMENT
The study investigated the problem of secondary school teachers in the application of research findings to classroom practices. A descriptive research design of the survey type was used. The population of the study consisted of all public secondary school teachers from 10 secondary schools in Akoko South West Local Government Area of Ondo State. A self-developed questionnaire with a 4 scale rating was used (r= 0.65). Three research questions were raised and answered with mean and standard deviation, while two hypotheses were formulated and tested at 0.05 level of significance using t-test statistics. Among other findings, the result revealed non- non-involvement of most secondary school teachers in in-service training programmes. Also, there are no Internet facilities for teachers in rural areas to access research information. Some of the implications of the findings are that most teachers do not have the opportunity to attend conferences, seminars, and capacity-building programmes that will enhance their professional development, especially in the application of research findings to classroom practices. These ultimately have implications for sustainable development. Consequently, some recommendations were made to the government and other stakeholders in the education sector.
Copyright (c) 2023 Toyin OYEDEJI, Fegha Evelyn ILOGHO, Bola Margaret TUNDE-AWE https://creativecommons.org/licenses/by-sa/4.0
ATTAINING SUSTAINABLE DEVELOPMENT THROUGH THE TEACHING OF GEOGRAPHY IN NIGERIAN SCHOOLS
This study examined ways in which geographical knowledge through the teaching of senior secondary school Geography has succeeded in the attainment of sustainable development goals set for the country. The article made use of secondary data which was sourced from print materials and online publications to evaluate the present SDG period in Nigeria, how far and how well their set target has been met, and ways in which they can be met before the 2030 expiration period. The study observed that in the last few decades, there have been countless debates on the role of both natural and man-made variables in creating and perpetuating unequal access to environmental resources and how all these impact the countries’ sustainable development. The study recommends the teaching of Geography should focus more on the management of the country’s resources, good governance, committed and dedicated followership, adequate security and prioritizing of goals according to the country’s needs.
Copyright (c) 2024 ADETOUN EMIOLA https://creativecommons.org/licenses/by-sa/4.0
INFLUENCE OF SECURITY MANAGEMENT SYSTEM ON ACADEMIC PERFORMANCE OF UNDERGRADUATE STUDENTS IN LAGOS STATE UNIVERSITY IN NIGERIA
This study examined the influence of security management system on academic performance of undergraduate students in Lagos State University in Nigeria. The study adopted correlational design. The population of the study consist of all undergraduate students in Lagos State University, Nigeria. Two null hypotheses were tested at 0.05 level of significance. The sample size of the study consisted of 350 respondents selected using accidental sampling technique. Two research instruments titled Security Management System Questionnaire (SMSQ) and Record Observation Format (ROF) were used for data collection. The validity of the instrument was established through content validity and the reliability consistency of the instruments was determined using Cronbach alpha method with co-efficient of 0.72. The Pearson Product Moment Correlation was used to analyse data collected via Statistical Package for Social Science (SPSS) version 23.0.The findings showed that, a positive significant relationship existed between implementation of university security system and academic performance of undergraduate students in Lagos State University, Nigeria (r =0.666; N=350; p<0.05); Also, and a positive significant relationship existed between funding of university security system and academic performance of undergraduate students in Lagos State University, Nigeria (r =0.645; N=350; p<0.05). The study concluded that planning and funding of campus security influence academic performance of undergraduate students in Lagos State University, Nigeria. Therefore, it is recommended amongst other that university management should intensify effort in promoting safety among students and managing campus security system through adequate planning, monitoring, funding and budgeting implementation toward achieving peaceful academic environment.
Copyright (c) 2023 Taofeek Olawale SHITTU, Bolanle Adeyemi OLA, Azubuike Cyprian NWOKOCHA https://creativecommons.org/licenses/by-sa/4.0
TOWARDS EMPOWERING TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET) YOUTHS THROUGH ENTREPRENEURSHIP EDUCATION FOR SUSTAINABLE DEVELOPMENT
This study determined ways towards empowering technical vocational education and training (TVET) youths through entrepreneurship education as the heart of sustainable development in Nigeria. The study is a descriptive survey design with three research questions. A proportionate stratified random sampling technique was employed in selecting 115 respondents, made up of 68 TVET facilitators and 57 entrepreneurship education experts from six tertiary institutions in the three Local Government Areas of Lagos and Enugu States, Nigeria. A self-structured questionnaire validated by three experts with a reliability coefficient of 0.84 was used as an instrument for data collection. Data collected were analyzed using Mean and Standard Deviation. The findings revealed 11 prospects, 11 challenges, and 14 strategies towards empowering TVET youths through entrepreneurship education. The researchers recommended re-training TVET facilitators through organized entrepreneurship education workshops for sustainable development.
Copyright (c) 2023 Ishola SHOBOWALE, Adebayo Oladele YUSUF, Kingsley Chimezia UDOGU https://creativecommons.org/licenses/by-sa/4.0
REIMAGINING POST GRADUATE SECONDARY SCHOOL TEACHER TRAINING PROGRAMME FOR SUSTAINABLE DEVELOPMENT IN BOTSWANA
Education is the bedrock for all forms of development in any country, be it in the social, political, technological and economic fields. In this regard, nations should strive to churn out trained and qualified teachers who are well-disposed to preside over the preparation of learners for the future. The study aimed to reimagine a post-graduate secondary school teacher training programme for sustainable development in Botswana. The study was guided by the general systems theory. A qualitative case study design was used to understand participants’ perceptions regarding the reimagined programme that is preferred to prepare learners for the nation’s future development. The study comprised of postgraduate secondary school teachers who taught social studies, science and practical subjects and a university lecturer at an institution located in the study context. A purposive sampling technique was used to select participants for the study based on their knowledge and experience pertaining to the training of postgraduate secondary school teachers in Botswana. Individual face-to-face interviews were conducted with 5 teachers and a lecturer using a semi-structured interview guide. The gathered data were analysed thematically. The study established that some teachers in schools are unaware of the sustainable development goals for the country, lack technology competence, and are able to infuse fragmented aspects of sustainable development components in their teaching. The study recommends that post-graduate secondary school teacher training curricula should include deliberate courses on sustainable development goals (SDGs), soft skills and be sensitive to unanticipated national hazards.
Copyright (c) 2023 Buyisani DUBE, Duduzile NKOMO https://creativecommons.org/licenses/by-sa/4.0
USE OF DEVELOPMENTAL CHECKLIST IN TEACHING AND LEARNING AT EARLY CHILDHOOD DEVELOPMENT LEVEL IN MAUN BOTSWANA
Children’s assessment needs considerately selected formal and informal methodologies that measure specific features over several selected periods of time and in many different settings. The focus of the paper was to establish opportunities and challenges in the employment of the developmental checklist on how assessment can promote development and learning at the Early Childhood Development (ECD) level (3-5 years). The study applied Bronfenbrenner’s (1979, 1995) ecological model to gain an improved understanding of the interaction between factors in children’s biological, their immediate family/community environment and societal landscapes that stimulate and guide their development. A qualitative research approach and a case study design guided the process of this study. Interviews, observation, and document analysis were the tools used to collect data. Five Early Childhood Development (ECD) centres in Maun were randomly selected to be part of this study. Collected data were qualitatively presented, analyzed, and interpreted for the purposes of making informed decisions. Findings established that opportunities for assessment using the developmental checklist focus mainly on growth and development, rather than meeting predestined criteria or score that labels the learner as competent or incompetent. Also revealed by the study is that most educators focus on the result rather than the process and that, a lack of intervention strategies based on observation can deter progress. From the findings, it can be concluded that the use of a developmental checklist tool promotes learning and development in young children. The study, therefore, recommends that appropriate use of a developmental checklist in a well-prepared environment can cater for individual differences while at the same time promoting learning.
Copyright (c) 2023 Sibonginkosi Mhlanga https://creativecommons.org/licenses/by-sa/4.0
IMPROVING THE RELEVANCE OF SCIENCE EDUCATION CURRICULUM BY INTEGRATING THE NATURE OF SCIENCE, SCIENCE AND ENGINEERING PRACTICES, AND INDIGENOUS KNOWLEDGE IN AFRICA
Many African countries have emphasized science and technology as the engine for national development. Hence, they have made core science subjects (Chemistry, Biology, Physics and Mathematics) to be compulsory in high school. However, learners’ interest in studying science has not increased, and they have continued to perform poorly in these core science subjects. Most researchers have argued that the science taught in schools at all levels of education is irrelevant to the learners' needs and out of context. Also, the current science is taught as a fixed knowledge in a dogmatic style without considering the Nature of Science (NOS) in the real world. Therefore, in this paper, the researcher proposes based on the literature review how we should integrate the NOS, Science and Engineering practices, and Indigenous knowledge to improve the relevance of science education curriculum at all levels of education (from Preprimary to University). This will help the African countries to train a critical human resource in Science, Technology, Engineering and Mathematics (STEM) fields to solve the problems facing humanity accordingly.
Copyright (c) 2023 Fredrick SSEMPALA https://creativecommons.org/licenses/by-sa/4.0