International Journal of Frontier Research
The International Journal of Frontier Research (IJFR) is a peer-reviewed, multidisciplinary academic journal domiciled in Mahatma Gandhi University Meghalaya 13th Mile,G.S. Road, Khanapara Under Dist-Ri-Bhoi, Meghalaya - 793101, India. The Journal is dedicated to advancing knowledge and fostering innovation across a wide spectrum of disciplines. The journal serves as a platform for researchers, academics, and practitioners to share groundbreaking research, theoretical insights, and practical applications that push the boundaries of existing knowledge. IJFR is committed to promoting excellence in research and providing a forum for the dissemination of cutting-edge discoveries that address global challenges and contribute to the advancement of science, technology, and society. It publishes high-quality articles across the breadth of multidisciplinary research. With its uniquely broad coverage, all articles are free to access across the globe, allowing authors to share their research and maximise its impact. The journal is led by expert international editorial board members who take an objective approach to peer review, ensuring each research paper is reviewed and evaluated on its own scholarly merits and research integrity. Publishing your work in the Journal means you will receive prompt and reliable publishing and a global platform for your research to reach its full potential. The journal is published by Mahatma Gandhi University Meghalaya India. Mahatma Gandhi University Meghalaya India was established through Meghalaya State legislative Act, 2010 (Meghalaya Act No.6 of 2011), published in the Gazette of Meghalaya vide No.LL (B).138/2010/41. The Promoting body of Mahatma Gandhi University Meghalaya India has vast experience in the field of Education. The main objective of Mahatma Gandhi University Meghalaya India is to provide the best quality education to their students. Mahatma Gandhi University Meghalaya India is empowered to award degrees as specified by the University Grants Commission (UGC) under section 22 of the UGC Act 1956. Call for Article Submissions: The International Journal of Frontier Research invites researchers, scholars, and practitioners from around the world to submit their original research articles, review papers, and case studies for consideration. We encourage submissions that present novel findings, innovative methodologies, and significant contributions to the respective fields. Articles should be well-structured, clearly written, and supported by robust data and analysis. The Journal began publishing in the year 2025. Only English lanaguage papers are published. The format is in PDF. The subject of the publication is Interdisciplinary Research. Submission Guidelines: Manuscripts should be submitted in English and adhere to the journal's formatting guidelines. All submissions will undergo a rigorous peer-review process to ensure the highest standards of academic quality and integrity. Authors are encouraged to include a clear statement of the research's significance and its potential impact on the field. Submissions should be made through the journal's online submission system, available on the IJFR website. Important Dates: Submission Deadline: Open Notification of Acceptance: Few Weeks Publication Date: Few Weeks after Acceptance Join us in advancing the frontiers of knowledge and contributing to the global academic community. Submit your work to the International Journal of Frontier Research and be part of a dynamic platform that celebrates innovation, excellence, and interdisciplinary collaboration. We look forward to receiving your submissions! International Journal of Frontier Research Pushing Boundaries, Shaping the Future Publisher Address 13th Mile,G.S. Road, Khanapara Under Dist-Ri-Bhoi, Meghalaya - 793101
Mahatma Gandhi University Meghalaya 13th Mile,G.S. Road, Khanapara Under Dist-Ri-Bhoi, Meghalaya - 793101, India
EVALUATION OF THE CHALLENGES AND PROSPECTS OF AI APPLICATIONINTO NIGERIA COLLEGES OF EDUCATION VOCATIONAL EDUCATIONPROGRAMME
This study evaluated the prospects and challenges of AI application in Nigerian Colleges of Education Vocational Education Programme . The research was guided by four research questions and adopted a descriptive survey design. The population comprised all academic staff from Colleges of Education across Nigeria. A sample size of 200 respondents were purposely selected. A structured questionnaire titled "AI Adoption in Colleges of Education Questionnaire (AACOEQ)" was used for data collection, validated by three experts in Educational Technology and Measurement & Evaluation, and tested for reliability using Cronbach’s alpha (α = 0.78–0.84).Descriptive statistics (mean, standard deviation) were employed to analyze the data. Findings revealed minimal current AI integration (mean scores: 1.76–2.43), significant challenges such as poor internet connectivity (mean = 4.32) and funding gaps (mean = 4.18), yet strong optimism about AI’s potential to enhance teaching (mean = 4.25) and research (mean = 4.12). Key strategiesfor improvement included government funding (mean = 4.41) and staff training (mean = 4.28).The study recommends urgent policy interventions, institutional partnerships, and curriculum reforms to accelerate AI adoption, ensuring Nigeria’s teacher education system aligns with global technological advancements.
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EXPLORING RELATIONSHIP BETWEEN AWARENESS, PERCEPTION AND USE OF ARTIFICIAL INTELLIGENCE APPLICATIONS AMONG LINGUISTIC LECTURERS IN THE NIGERIAN UNIVERSITIES
This study examined the relationship between awareness, perception, and use of Artificial Intelligence (AI) applications among Linguistic Lecturers in Nigerian universities. Guided by two research questions and two null hypotheses tested at a 0.05 significance level, the study employed a correlational survey design involving 154 Linguistic Lecturers selected through purposive sampling. Data were collected via a structured questionnaire distributed electronically and analyzed using descriptive statistics and Pearson Product Moment Correlation (PPMC) in SPSS. Results revealed statistically significant positive relationships between both awareness (r = 0.263, p = 0.001) and perception (r = 0.266, p = 0.001) with AI tool usage. While lecturers demonstrated moderately positive awareness (M = 3.21) and perception (M = 3.12) scores, actual usage was slightly lower (M = 2.98), indicating a perception-usage gap attributed to infrastructural challenges and insufficient training. The study concludes that while positive perceptions and awareness drive AI adoption, systemic barriers hinder full implementation. Recommendations include developing institutional AI policies, enhancing technological infrastructure, implementing targeted training programs, establishing peer mentorship initiatives, and creating national frameworks for AI integration in higher education. These findings contribute to understanding technology adoption dynamics in developing educational contexts and provide actionable strategies for improving AI utilization in Nigerian universities.
EXPLORING THE OPINIONS OF NURSING EDUCATORS ON INCLUSION OF ARTIFICIAL INTELLIGENCE FOR OPTIMIZING THE NURSING SERVICES IN AKWA IBOM STATE
This study explored the opinions of nursing educators in Akwa Ibom State, Nigeria, regarding the inclusion of artificial intelligence (AI) to optimize nursing services. A cross-sectional survey design was employed. The study targeted nursing educators from various institutions, with data collected via a structured online questionnaire adapted from validated instruments. Descriptive statistics (mean, standard deviation) and inferential statistics (ANOVA) were used for analysis. Findings revealed strong support for AI's potential to enhance diagnostic accuracy (mean=3.87) and reduce workload (mean=3.86), alongside concerns about ethical implications (mean=2.80) and inadequate training (mean=2.41). Significant differences emerged based on cadre (p=0.001) and institution type (p<0.001), with junior educators and private hospital staff showing greater acceptance than senior educators and those in government hospitals. Recommendations were made which among others include integrating AI training into nursing curricula, developing ethical guidelines, and implementing tiered adoption strategies tailored to institutional readiness.
EXPLORING THE EFFICACY OF GENERATIVE ARTIFICIAL INTELLIGENCE IN ENHANCING GUIDANCE AND COUNSELLING SERVICES IN TERTIARY INSTITUTIONS IN NIGERIA
This study explored the efficacy of generative artificial intelligence (GAI) in enhancing guidance and counselling services in tertiary institutions in Nigeria. A descriptive survey research design was adopted, with three key objectives: assessing the extent of GAI application by counsellors, evaluating its perceived efficacy, and identifying implementation challenges. The study involved 150 professional counsellors from federal and state universities, selected through stratified random sampling. Data were collected using the researcher-developed "Generative AI in Counselling Services Questionnaire (GAICSQ)," validated by experts, with a reliability coefficient of 0.84 established via Cronbach's alpha. Findings revealed low GAI adoption (grand mean = 2.02), despite strong agreement about its efficacy (grand mean = 3.47), particularly for identifying at-risk students and administrative efficiency. Major challenges included infrastructural deficits (e.g., unstable electricity, mean = 4.12), funding gaps (mean = 3.87), and skill shortages (mean = 3.56). The study concludes that while GAI holds transformative potential, systemic barriers hinder its integration. Recommendations include institutional investments in infrastructure, targeted training programmes, and policy frameworks to support ethical GAI adoption in student support services.
EVALUATION OF THE CHALLENGES AND PROSPECTS OF AI APPLICATION INTO NIGERIA COLLEGES OF EDUCATION VOCATIONAL EDUCATION
This study evaluated the prospects and challenges of AI application in Nigerian Colleges of Education Vocational Education Programme . The research was guided by four research questions and adopted a descriptive survey design. The population comprised all academic staff from Colleges of Education across Nigeria. A sample size of 200 respondents were purposely selected. A structured questionnaire titled "AI Adoption in Colleges of Education Questionnaire (AACOEQ)" was used for data collection, validated by three experts in Educational Technology and Measurement & Evaluation, and tested for reliability using Cronbach’s alpha (α = 0.78–0.84). Descriptive statistics (mean, standard deviation) were employed to analyze the data. Findings revealed minimal current AI integration (mean scores: 1.76–2.43), significant challenges such as poor internet connectivity (mean = 4.32) and funding gaps (mean = 4.18), yet strong optimism about AI’s potential to enhance teaching (mean = 4.25) and research (mean = 4.12). Key strategies for improvement included government funding (mean = 4.41) and staff training (mean = 4.28). The study recommends urgent policy interventions, institutional partnerships, and curriculum reforms to accelerate AI adoption, ensuring Nigeria’s teacher education system aligns with global technological advancements.
BUSINESS EDUCATORS EDUCATIONAL CONTENT CREATION IN THE ERA OF ARTIFICIAL INTELLIGENCE FOR PEDAGOGICAL ENHANCEMENT IN CROSS RIVER STATE
The study examined the perception and utilization of artificial intelligence (AI) among business educators in Cross River State, Nigeria, for educational content creation and pedagogical enhancement. Two research questions and two null hypotheses guided the study. A descriptive survey design was adopted, and the population comprised all 87 business educators (51 males and 36 females) across four tertiary institutions in Cross River State. A census approach was employed due to the manageable population size. Data were collected using a self-designed questionnaire titled Questionnaire on Artificial Intelligence for Educational Content Creation (QAIECC), validated by three experts and pilot-tested for reliability, yielding a Cronbach’s alpha coefficient of 0.87. Descriptive statistics (mean and standard deviation) and inferential statistics (independent samples t-test) were used for data analysis at a 0.05 significance level. The findings revealed that business educators perceived AI as highly beneficial for content preparation (grand mean = 3.30, High Extent), particularly for generating customized materials, improving instructional quality, and enhancing multimedia content. However, the actual utilization of AI tools was low (grand mean = 2.08, Low Extent), with the least usage observed in personalized learning paths and automated assessments. The hypotheses testing showed no significant gender-based differences in perception (t(85) = 0.87, p > 0.05) or utilization (t(85) = 0.52, p > 0.05). The study highlights a gap between educators’ positive perceptions and their practical application of AI, emphasizing the need for institutional support, infrastructure investment, and targeted training programs. Recommendations include integrating AI literacy into business education curricula, developing national frameworks for AI adoption, and fostering collaborations between institutions and AI developers to create localized solutions. These measures aim to bridge the implementation gap and enhance pedagogical practices in business education.
THE ETHICAL APPLICATION OF GENERATIVE AI WITHIN THE NIGERIAN POLYTECHNIC FRAMEWORK
This study examines the ethical implications of implementing generative AI tools within the Nigerian polytechnic system. The study employed a mixed-methods approach, integrating both descriptive and exploratory designs. Data was collected from a cohort of 600 participants, comprising administrators, departmental staff, and students from three state polytechnics in the South-South geopolitical zone of Nigeria, via a multi-stage sampling method. The investigation, employing a dual methodology, demonstrates a substantial correlation between awareness of ethical issues and the perceived responsible utilization of generative AI. Although stakeholders acknowledge AI's promise to improve learning and administrative efficiency, apprehensions about academic integrity, data privacy, and algorithmic prejudice are widespread. The results highlight the immediate necessity for the creation and execution of a thorough ethical framework to direct the responsible integration of generative AI in Nigerian polytechnics. This study enhances the dialogue on AI in education by presenting empirical insights from a Nigerian polytechnic viewpoint and proposes recommendations for polytechnic administrators to promptly lead the creation of a thorough institutional framework for the ethical utilization of generative AI.
IDENTIFICATION OF FARMERS’ SKILLS NEED FOR EFFECTIVE COMMERCIAL PLANTAIN PRODUCTION IN AKWA IBOM STATE, NIGERIA
The study was conducted to identify farmers’ skills need for effective commercial plantain production in Akwa Ibom State. Three research questions and three null hypotheses guided the study. Survey research design was used for the study. The population of the study was 196 registered plantain farmers in all the six agricultural zones of Akwa Ibom state Agricultural Development Programme (AKADEP) and 16 Agricultural Extension agents. Simple random sampling techniques was used to select 148 plantain farmers and 12 Agricultural extension agents from the six zones to constitute the sample size. The researcher developed an 88-item instrument titled “Farmers’ skills need for effective commercial plantain production questionnaire (FSNECPPQ)” which was used to gather data for the study. Split half was used to determine the reliability and was established using Cronbach’s alpha which yielded a coefficient index of 0.875. Mean was used to answer the research questions while t-test statistic was used to test the null hypotheses at .05 level of significance. The findings of the study revealed that, the skills need of plantain nursery establishment, main plantain plantation development and plantation maintenance, are highly needed by the farmers. The t-test results revealed that extension agents and plantain farmers do not differ significantly in their responses of skills needed by farmers for effective commercial plantain production. Based on the findings of the study, it is recommended among others that government of Akwa Ibom State, through Ministry of Agriculture via AKADEP with the Agricultural extension agents should organize workshops and seminars to train the unskilled farmers to acquire the identified requisite skills needed for effective commercial plantain production.
Farmers’ skills need, commercial plantain production, nursery establishment, plantation development, plantain maintenance
EFFECTS OF ONLINE BOOTCAMP AND ONSITE BOOTCAMP ON PROGRAMMING SKILLS ACQUISITION BY COMPUTER EDUCATION STUDENTS IN FEDERAL UNIVERSITIES IN SOUTH-SOUTH, NIGERIA
This study investigated the effects of online and onsite bootcamp instructional strategies on the acquisition of Java and Python programming skills among computer education students in Federal Universities in South-South, Nigeria. The rapid advancement of technology and a growing skills gap among graduates necessitated an examination of effective, intensive training models. A quasi-experimental design (non-randomized pre-test, post-test control group) was adopted. The population comprised 120 students, with an intact class of 62 students from the University of Uyo assigned as the experimental group (taught via online bootcamp) and another intact class of 58 students from the University of Benin as the control group (taught via onsite bootcamp). The instrument for data collection was the Programming Skills Test (PST). Data were analyzed using mean and standard deviation for research questions, and Analysis of Covariance (ANCOVA) to test the null hypotheses at a 0.05 significance level.The findings revealed that students taught using the online bootcamp demonstrated a higher mean academic performance in both Java (Mean Difference = 19.78) and Python (Mean Difference = 19.26) compared to those in the onsite bootcamp (Java Mean Difference = 11.14; Python Mean Difference = 11.04). The ANCOVA results showed a significant difference in academic performance for both Java (F(1,117) = 77.64; p = .00) and Python (F(1,117) = 72.49; p = .00), leading to the rejection of the null hypotheses. The study concluded that the online bootcamp instructional strategy was more effective in enhancing programming skills acquisition than the onsite bootcamp. It is recommended that Federal Universities increase the adoption of online bootcamps and explore hybrid models, supported by improved digital infrastructure and targeted funding, to better equip students with in-demand programming competencies.
STRESS MANAGEMENT STRATEGIES AND UNIVERSITY OF UYO ACADEMIC STAFF OUTPUT
This research examines the influence of specific stress management strategies on the output of academic staff. Workplace stress is identified as a significant challenge within the Nigerian tertiary education sector, exacerbated by factors such as excessive workload, inadequate resources, and administrative pressures. The study focuses on two key management strategies: rest and physical activity. A descriptive survey design was employed, with a sample of 152 academic staff selected from a population of 1,521. Data was collected using a validated researcher-developed questionnaire, the "Stress Management Strategies and University of Uyo Academic Staff Output Questionnaire (SMSUUASOQ)." Analysis involved mean, standard deviation, and independent t-tests. The results revealed a significant positive influence of both rest and physical activity on academic staff output. Staff who reported higher levels of rest and physical activity demonstrated markedly higher mean output scores compared to their counterparts with lower levels. The null hypotheses stating no significant influence were rejected at the .05 level of significance. The study concludes that effective stress management, particularly through adequate rest and regular physical activity, is crucial for enhancing productivity and well-being among academic staff. Recommendations include that university management should actively promote these strategies by providing conducive environments, facilities, and supportive policies to foster a healthier and more productive academic workforce.
COMPUTER LECTURERS’ COMPETENCY NEEDS IN UTILIZATIONOF DIGITAL TECHNOLOGIES FOR INSTRUCTIONAL DELIVERY IN COLLEGES OF EDUCATION IN SOUTH-SOUTH, NIGERIA
This study investigated the competency needs of computer lecturers in the utilization of digital technologies for instructional delivery in Colleges of Education in South-South, Nigeria. The research specifically focused on competencies in Learning Management Systems (LMS) and cloud computing platforms. A descriptive survey research design was adopted, with a population of 255 comprising computer lecturers and experts from federal universities. A sample of 156 respondents was selected using stratified and simple random sampling techniques. Data were collected using a researcher-developed questionnaire titled "Computer Lecturers' Competency Needs in Utilization of Digital Technologies for Instructional Delivery (CLCNUDTID)," which was validated by experts and demonstrated high reliability with a Cronbach's alpha coefficient of 0.89. Data analysis involved mean, standard deviation, and independent samples t-test. The findings revealed a significant competency gap, indicating that computer lecturers need all identified LMS and cloud computing competencies for effective instructional delivery. The t-test results further showed a significant difference between the mean responses of experts and lecturers, confirming the existence of this gap. The study concludes that the current competency levels of computer lecturers are insufficient, highlighting an urgent need for targeted professional development programs. It is recommended that educational administrators and policymakers institute training initiatives to equip computer lecturers with the necessary digital competencies to enhance instructional delivery in Colleges of Education.
DEVELOPMENT OF MACHINE LEARNING BASED SOFTWARE FOR PREDICTIONS AND CLASSIFICATION OF STUDENTS’ ACADEMIC PERFORMANCE IN FEDERAL UNIVERSITIES, SOUTH-SOUTH, NIGERIA
The study developed a software driven by machine learning algorithm for the Predictions and Classification of Students’ Academic Performance in Federal Universities, South-South Nigeria. The purpose of this study was to development of Machine Learning based software for Predictions and Classification of Students’ Academic Performance in Federal Universities, South-South Nigeria. The study also investigated the perceive usefulness, ease of use and social influence of the Machine Learning based software. The study was guided by five specific purposes of the study. Three research questions were raised. This study was carried out in Federal Universities, South-South Nigeria. Two designs were adopted in the study, Rapid Application Development model design and Descriptive Survey research design. The population of the study consisted of 9934 lecturers in Federal Universities, South-South Nigeria, during the 2023/2024 academic session. A sample size of 397 lecturers which consisted of 198 Examination Officers and 199 Staff Advisers were selected for the study. The sample of the study was drawn using simple random sampling technique. A researcher made instrument titled “Usability of Machine Learning based Software Questionnaire” (UMLBSQ) was used in collecting data. The instrument was face validated by three experts. The reliability coefficient of 0.82 was obtained using Cronbach alpha Statistics. Mean and standard deviation were used to answer research questions while independent t-test was used to test the hypotheses at 0.05 level of significance. The result revealed that the respondents perceived the system as useful and easy to use. It was therefore recommended among others that Students should be allowed to engage with the predictions and classifications to set achievable goals and improve study strategies for better academic outcomes.
SENTIMENT ANALYSIS ON SOFTWARE DEVELOPMENT STAGES AMONG MALE AND FEMALE LECTURERS TEACHING COMPUTER PROGRAMMING COURSES IN FEDERAL UNIVERSITIES SOUTH-SOUTH NIGERIA
The purpose of this study was to investigate the sentiments on software development stages among male and female lecturers teaching computer programming courses in Federal University South South Nigeria. Descriptive survey design was adopted for this study. The population for this study was 130 lecturers teaching computer programming courses in Federal Universities South South Nigeria. Total sampling technique was used to select the entire population. Five specific purposes were stated to guide the study, five research questions were raised in the study and five null hypotheses were formulated and tested in the study. Mean statistic was used to answer the research questions and independent t-test was used to test the null hypotheses at 0.05 level of significance. The instrument for data collection was questionnaire titled“sentiment analysis on software development stages questionnaire (SASDSQ)”.The instrument was subjected to face validation by experts. Cronbach Alpha statistics was used to determine the reliability coefficient of the instrument which yielded 0.84. The results showed a sentiment gap between -1 to 1. Where value of the sentiment gap is zero(0), it indicates that there is no sentiment, that both male and female lecturers have the same logical reasoning on those items and where the sentiment gap is negative or positive, it indicates that there is sentiment and there is need to bridge the sentiment gaps on each of the items. Hypotheses revealed that there is a significant sentiment difference in the mean responses of male and female lecturers teaching computer programming courses in Federal Universities in South-South Nigeria. Based on these findings, it is therefore recommended among others that universities, management, professional agencies like Computer Society of Nigeria(CSN), Computer Regulatory council of Nigeria(CRCN) and other related agencies should organized workshops, seminars, interactive forum for lecturers to meet and share their experiences and sentiment in software development stages in order to harmonize the standards of software development among computing students in Federal Universities as well as developing software that adhere to global standard.
COMPUTATIONAL THINKING SKILLS NEED OF COMPUTING STUDENTS IN PROGRAMMING ENVIRONMENT IN FEDERAL UNIVERSITIES IN SOUTH SOUTH, NIGERIA
This study determined the computational thinking skills need for computing students in programming environment in Federal Universities, South-South Nigeria. Two specific objectives, two research questions and two research hypotheses were formulated to guide the study. The study adopted descriptive survey design. A simple random sampling technique was used to select a sample size of two hundred and thirty (230) respondents comprising one hundred and eighty-three (183) final year Computer Science students and forty-seven (47) lecturers were drawn from the population of five hundred and eighty (580) in the eight Federal Universities in south-south, Nigeria using Taro Yamane formula. The researcher developed an instrument for the study titled “Computational Thinking Skills Need for Computing Students in Programming Environment Questionnaire (COTSNCSPEQ)” which was used for data collection. The instrument was subjected to face validation by three experts, a reliability of 0.83 was obtained using Cronbach Alpha method. The instrument was administered with the help of research assistants. The data were analyzed using SPSS statistical package. Mean was used to answer research questions while independent t-test was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that computing students need problem formulation skill and recursive skills for computational thinking. Based on the result of the findings, the researcher concluded that computing students should be trained in order to improve their skills in problem formulation and recursive towards computational thinking in programming environment. The researcher recommended among others that university lecturers and computing students should be encouraged to put more effort in improving their skills in problem formulation and recursive skills for effective computational thinking in computing environment.
LECTURERS’ COMPETENCY LEVEL IN THE UTILIZATION OF REMOTE TEACHING PLATFORMS FOR INSTRUCTIONAL DELIVERY IN FEDERAL UNIVERSITIES IN SOUTH-SOUTH, NIGERIA
The study investigated the extent of computer science lecturers’ competency in utilization of remote teaching platforms for instructional delivery in Federal Universities in South-South, Nigeria. The population was made up of 247 computer science lecturers of five Federal Universities offering computer science as a course, in South-South, Nigeria. A sample of 153 respondents was used in the study. This was selected using Taro Yamane’s formula and proportionate stratified random sampling technique. Data collection was done with the use of a researcher-developed instrument titled, “Lecturers’ Competency in Utilization of Remote Teaching Platforms Questionnaire (LCURTPQ)”. Two research questions were raised and two corresponding null hypotheses formulated to guide the study. Descriptive survey design was used for the study. The findings of this study revealed that computer science lecturers demonstrated a very high competency level in utilizing Google Classroom and Zoom platforms. Furthermore, statistical analyses showed no significant difference in the mean response between male and female lecturers in the utilization of Google Classroom and Zoom. It was therefore concluded that male and female computer science lecturers are very highly competent in utilizing Google Classroom and Zoom platforms. Based on the findings, it was recommended among other things that universities should continue to enhance lecturers' digital competency through professional development programs, institutional policies should continue to promote interactive platforms. The research contributes empirical evidence to the discourse on digital pedagogy in Nigerian higher education.
The Role of Podcast and Webinar in enhancing Computer Education Courses
This paper explores the significant roles that podcasts and webinars play in enhancing computer education courses. As educational environments increasingly incorporate digital tools, understanding how these platforms contribute to learning outcomes is crucial. Podcasts offer a flexible, on-demand approach to education, enabling learners to access a diverse range of topics at their convenience. They enhance learning through engaging audio content that supports continuous and self-paced education. Conversely, webinars provide interactive, real-time learning experiences, allowing for direct engagement between instructors and participants. They are particularly effective for complex subjects requiring hands-on demonstrations and immediate feedback. The study examines how these tools address various educational needs, including accessibility, engagement, and flexibility. It evaluates the impact of podcasts and webinars on learner outcomes and course effectiveness, drawing on examples from current implementations in computer education. Findings suggest that podcasts and webinars complement traditional teaching methods by offering diverse learning modalities and enhancing educational accessibility. The paper concludes with recommendations for integrating these platforms into computer education curricula to maximize their potential benefits. By leveraging podcasts and webinars, educational institutions can create more dynamic and inclusive learning environments, better preparing students for the demands of a digital world.
AI-Powered Learning: Opportunities and Challenges for 21st Century Education
Artificial Intelligence (AI) is rapidly transforming the landscape of education, presenting both opportunities and challenges for the 21st-century classroom. AI-powered learning tools offer the potential to revolutionize education by providing personalized learning experiences, automating administrative tasks and enhancing accessibility for diverse student populations. These technologies allow for adaptive learning systems that tailor educational content to the individual needs of students, promoting deeper engagement and improved outcomes. Additionally, AI tools can alleviate teacher workloads, enabling educators to focus more on interactive teaching and student support. However, the integration of AI in education raises significant concerns, including data privacy issues, the exacerbation of the digital divide and the potential dehumanization of education. The use of AI in educational settings may further marginalize students without access to the necessary technology, while also reducing the critical role of human educators in fostering social, emotional and intellectual growth. This paper explores the opportunities and challenges of AI-powered learning in modern education, offering insights into how AI can enhance educational practices while addressing its ethical and social implications. By examining both the benefits and risks, this paper aims to provide a balanced perspective on the future of AI in education, emphasizing the need for thoughtful and equitable implementation.
Augmented Realities in Instructional Materials for Software Development: A Transformative Pedagogical Shift
The integration of Augmented Reality (AR) into instructional materials for software development education signifies a transformative shift in pedagogical approaches. By overlaying digital information onto the physical environment, AR offers immersive, interactive, and context-rich learning experiences. This article explores the theoretical foundations, practical applications, benefits, challenges, and future prospects of incorporating AR into software development instruction. Drawing upon recent studies and case analyses, it underscores how AR can enhance learner engagement, comprehension, and skill acquisition in software development education.
Choosing the Right Data Backbone: Opinion on the Suitability of Database Models for Artificial Intelligence (AI) Training Data Management
Artificial intelligence (AI) systems rely heavily on large volumes of diverse, high-quality training data. Efficient storage and management of this data are critical to ensure the performance, reproducibility and scalability of AI models. This opinion paper explores the suitability of various database models including relational databases, NoSQL systems, object storage and data lakes for managing AI training datasets. Drawing from existing literature and practical insights, the paper highlights the strengths and limitations of each model in supporting AI workflows. It advocates for hybrid and adaptive architectures that can meet the growing complexity and demands of AI development.
Gamification as a Tool for Enhancing Student Engagement
This paper examines gamification as an educational tool to boost student engagement. Gamification refers to the application of game design elements such as points, leaderboards, and badges in non-game contexts, including education. With the rise of digital tools, the incorporation of gamified elements into classrooms has become increasingly prevalent. This paper investigate studies demonstrating the positive impacts of gamification on student engagement, examines the mechanisms by which gamification fosters learning, and discusses best practices and challenges in its implementation.
Difficulty Militating against the Teaching and Learning of Basic Technology in Junior Secondary Schools in Ovia North East Local Government Area of Edo State
This study investigated the difficulty militating against the teaching and learning of Basic Technology in selected Junior Secondary Schools in Ovia North East Local Government Area of Edo state. The purpose of carrying out this study includes to ascertain the factors responsible for poor execution of students in Basic Technology, to evaluate the condition of services of technical teachers, to address the need for student's guidance and counseling in school, to evaluate the effectiveness and efficiency of basic technology teachers and to find out strategies that can be used to minimize the difficulty encountered in teaching and learning of basic technology in junior secondary schools in Edo State. The methodology employed for the study is the descriptive survey research design and the population of the study was made of selected junior secondary schools’ students in Ovia North East Local Government Area of Edo State. The instrument used for the collection of data was the questionnaire. The data were analyzed with simple percentage method. The findings of the study revealed that the altitudes of teachers and students, the lack of materials, poor teacher qualification, poor funding and inadequate workshop equipment’s has been a major effect on effective teaching and learning of basic technology in Junior Secondary Schools. The recommendation was drawn base on the findings of the research.
Adaptive Learning Technology as a Means of Transferring Traditional Instructional Delivery: A Paradigm Shift
Assessment of Students' Knowledge and Attitude towards the use of Information and Communication Technology for Learning in secondary Schools in Egor Local Government Area of Edo State
The study assessed students' knowledge and attitude towards the use of ICT for learning in secondary schools in Egor local government area of Edo State. One research question was raised and answered while two hypotheses were formulated and tested at 0.05 level of significance. The population of the study consists of five thousand, five hundred and seventy-four (5574) students from twelve (12) government-owned senior secondary schools in Egor Local Government, while the sample for the study comprised two hundred and forty-seven (247) SSII students in Secondary Schools in Egor Local Government Area of Edo State. This was done using the multi-stage sampling technique. The instrument used in eliciting information was a questionnaire titled Assessment of Students' Knowledge and Attitude towards the Use of ICT for Learning in Secondary Schools in Egor local government area of Edo State. (SKAILSS). Data analysis was done through the use of mean and standard deviation and hypotheses were analysed using t-test. Findings from the study revealed that the available ICT tools used in teaching and learning in Secondary Schools in Egor Local Government Area of Edo State are projectors, laptops, smart phones, internet facilities, television, radio, printer, scanner, mouse, cameras, photocopier, flash drive, zoom, youtube, Whatsapp and Facebook messenger, there is no significant difference between the mean scores of male and female students’ ICT knowledge and attitude in secondary schools in Egor Local Government Area of Edo State. Based on the conclusions from the study, its was recommended, among others, that the available ICT tools should be properly kept and regularly maintained so that they can be effectively utilized by both teachers and students and school authorities should encourage students to develop more interest in the workings and functions of ICT tools and be willing to explore them for their academic advantage.
The Role of Domestic Helpers (Nannies) in Child Care: A Comparative Analysis
This research is based on the growing reliance on domestic helpers (nannies) for child care in India and compares its impact with findings from Saudi Arabia and Western countries. Through a review of available literature, the study focuses on how nannies affect children's cognitive, social and emotional development, parental concerns and family structure. The findings suggest that although nannies play an important role in child care, differences in their training and care practices affect child development outcomes. The paper highlights the need for professional nanny training programmes, increased parental awareness and effective child care policies.
A Comparative Study of Teacher Education Systems in India and Abroad
This comparative study undertakes an in-depth examination of teacher education systems in India and abroad, aiming to identify strengths, weaknesses, and best practices. The research focuses on curriculum, pedagogy, and assessment methods, providing actionable recommendations for enhancing teacher education in India.
The AI Revolution: Societal Impacts and Social Science Perspectives
The rapid development of artificial intelligence (AI) has sparked a global conversation about its potential societal impacts. While AI has the potential to revolutionize various aspects of human life, it also raises significant concerns about its impact on employment, privacy, social inequality, and even human autonomy. This paper explores the societal impacts of AI from the perspective of social sciences, examining the potential challenges and opportunities that AI presents. It highlights the need for social scientists to play a leading role in understanding and shaping the development and deployment of AI in a way that promotes human well-being and social justice.
Disaster Resilience and Sustainability: An Interdisciplinary Investigation of Community-Based Initiatives
Disasters and sustainability challenges have intensified globally from 2005 to 2025, necessitating innovative approaches to resilience and sustainability. This interdisciplinary study investigates the effectiveness of community-based initiatives in enhancing disaster resilience and sustainability, integrating perspectives from engineering, management, and social sciences. Through qualitative case study research and cross-case analysis, the study identifies critical success factors, including community participation, resource availability, and policy support, while highlighting challenges such as socioeconomic barriers, technical limitations, and long-term sustainability concerns. The findings reveal that community-driven initiatives, when supported by interdisciplinary collaboration and local knowledge, significantly reduce disaster risks and promote sustainable development. However, disciplinary silos and inequities in resource distribution hinder their scalability and impact. The study contributes to advancing interdisciplinary research in disaster resilience and sustainability, offering practical recommendations for policymakers, practitioners, and communities. By bridging theoretical insights with empirical evidence, this research underscores the transformative potential of community-based approaches in addressing complex, interconnected challenges, ultimately fostering resilient and sustainable societies.
Disaster Resilience, Sustainability, Community-Based Initiatives, Interdisciplinary Research, Participatory Approaches, Resource Management, Policy Frameworks, Case Study Analysis