NIU Journal of Educational Research (ISSN: 3007-1852), is a quarterly education journal published by Nexus International University, Uganda. This journal is research and community services related to education, which include development of moral and religious values, physical motor development, emotional social development, cognitive development, language development, artistic and creative development, parenting, management institution, development assessment, child development psychology, child empowerment, learning strategy, educational tool play, instructional media, innovation in education and other various fields related to education. NIU Journal of Education Research is intended to be the journal for publishing original articles on the latest issues and trends occurring in education curriculum, instruction, learning, policy, and preparation of teachers with the aim to advance our knowledge of education theory and practice. Moreover, this journal also covers issues concerning entrepreneurial and environmental education.
Nexus International University, Kampala, Uganda.
This edition of NIU Journal of Educational Research touches on Emotional Intelligence Education, Multimodal Digital Semiotics and Artificial Intelligence, Artificial Intelligence in French Language Education, Classroom Management and Students’ Discipline and so on. One of the papers, in this issue, reveals that Emotional Intelligence Education enhances adaptive emotion regulation, strengthens social connectedness, improves stress appraisal and coping, and reduces psychological distress. Whilst methodological limitations and questions of cultural generalisation counsel caution, the weight of evidence supports the systematic integration of EI education into school curricula, higher education provision, workplace training, and community mental health programmes. It is, therefore, suggested that Continued investment in high-quality research — particularly longitudinal studies, cultural adaptation studies, and implementation science — will be essential to realise the full potential of Emotional Intelligence in Education. Another paper also reveals that while culturally responsive practices improve classroom organisation and teacher–student interactions, they may not independently determine students’ disciplinary behaviour. The paper therefore, recommends integrating culturally responsive teaching with broader behavioural management strategies and strengthening teacher professional development in inclusive classroom practices. On the whole, this issue of NIU Journal of Educational Research features many empirical and theoretical based articles which can be of great benefit to every reader.
Learning Spaces and Instructional Facilities on Students Learning Outcomes in Technology Education in Universities of Education in Southwest, Nigeria
This study investigated the learning spaces and instructional facilities on students’ learning outcomes in Technology Education in universities of education in Southwest Nigeria. A descriptive survey research design was used for the study. Three research questions and Three hypotheses were developed and tested at the 0.05 level of significance to guide the study. The study population consisted of 170 respondents, comprising 20 Technology Education lecturers and 150 Part Three students from Ekiti State University, Ado Ekiti, and Bamidele Olumilua University of Education, Science and Technology, Ikere Ekiti. No sampling technique was applied, as the entire population was considered manageable. Data were collected using a self-constructed questionnaire titled Learning Spaces and Instructional Facilities on Students’ Learning Outcomes in Technology Education (LSIIFTE), structured on a 4-point rating scale. The instrument underwent face validation by three experts and was pilot-tested to ensure clarity and suitability. Reliability was established using the Cronbach-Alpha and test–retest methods, yielding a reliability coefficient of 0.81. Data analysis involved mean and standard deviation for research questions and t-test for hypotheses. Findings indicated that learning spaces were largely perceived as inadequate in quality, safety, and functionality, while instructional facilities were relatively available and utilized. However, neither variable showed a strong direct influence on learning outcomes, suggesting the importance of mediating factors such as teaching strategies and lecturer competence. The study recommends upgrading learning environments, improving facilities, and strengthening lecturer capacity for enhanced student outcomes. Keywords: Learning Spaces Instructional Facilities, Learning Outcomes, Technology Education.
Effects Social Skills Training on Interpersonal Relationship of Senior Secondary School Students in Lagos State, Nigeria
The study investigated the effects of social skills training on the interpersonal relationship of senior secondary school students in Lagos state. This study aimed at using social skill trainings to strengthen interpersonal relationship among senior secondary students in Lagos State. A pretest-posttest, control group, quasi-experimental design was used for this study. There are three Senatorial Districts in Lagos State out of which two public secondary schools used for the study were randomly selected. One hundred and twenty participants consisting of sixty male and sixty female, who had low interpersonal relationship were assigned to one treatment group and a control group. The instrument- Multidimensional Relationship Questionnaire (MRQ), was used to elicit responses from the participants. Two hypotheses tested at 0.05 level of significance. Data collected were analysed using analysis of covariance (ANCOVA). The results showed that there was a significant main effect of treatment on interpersonal relationship of adolescents in public Senior Secondary Schools. Family type had no significant effect on the interpersonal relationship of the adolescents. Findings demonstrated that the package could be used as veritable tool in equipping adolescents with necessary skills that can enhance good relationship with others in the society. Social skills’ training was recommended for use by teachers, counsellors, psychologists, parents and others. Keywords: Interpersonal relationship, Social Skills Training, Adolescence, Family type
Attitude and Level of Satisfaction of Student Teachers with the Teaching Practice Exercise in Nigerian Universities
Teaching practice is the backbone of training in teacher education. It provides the opportunity for would-be teachers to put into practice theoretical knowledge in real life teaching situations. The attitude of student teachers to teaching practice determines their behaviour and how teaching is considered as enjoyable or not. Likewise, their level of satisfaction with the teaching practice exercise serves as feedback for all stakeholders of the teaching practice committee and the teaching profession. This study investigated the attitude and level of satisfaction of student teachers with the teaching practice exercise in Nigerian Universities. This is a mixed-method research design, combining quantitative research of descriptive survey and qualitative research of thematic analysis. The population of the study consisted all final year education students in 2024/2025 session in three universities in Nigeria. Convenience sampling procedure was used to select a total sample of 348 respondents. Three research questions were answered, and three hypotheses were tested in this study. A researcher developed questionnaire administered through google forms was used in collection of data. The research questions were analyzed using descriptive statistics of mean and simple percentages, while the hypotheses were tested using inferential statistics of chi-square and independent t-test at 0.05 level of significance. The result revealed that most respondents have a positive attitude towards teaching practice. However, a majority of respondents have low level of satisfaction with respect to their level of preparedness, supervision expectation and institutional support during teaching practice. Also, there seems to be no gender difference in attitude and level of satisfaction of student teachers with the teaching practice exercise. The study recommended among others, that teaching practice exercise orientation should be organized for student teachers for at least one month before the exercise in order to have ample time for preparation. Keywords: Attitude, Level of Satisfaction, Student Teachers, Teaching Practice.
Multimodal Digital Semiotics and Artificial Intelligence in Technology-Enhanced Teacher Education: Implications for Meaning-Making, Communication, and Educational Management among Undergraduates in Oyo State Universities
The rapid convergence of multimodal digital environments and Artificial Intelligence (AI) technologies is reshaping teacher education globally. This study examines how multimodal digital semiotics and AI-driven tools influence meaning-making processes, communication patterns, and educational management practices among undergraduate teacher trainees in universities in Oyo State, Nigeria. The study adopted the survey research design of the correlational type. Simple random sampling was used to select 150 200 Level students of Educational Management of Faculty of Education from University of Ibadan and Lead City University. In all, a total of 150 students of Educational Management participated in the study. Two research instruments were used for data collection. They are Students’ Perception of AI-Enhanced Multimodal Digital Platforms, Questionnaire (r=.78) Questionnaire on Students’ Attitude to AI-Enhanced Multimodal Digital Platforms, Questionnaire (r=.76). Data collected were analysed using descriptive statistics of percentage, mean, standard deviation and inferential statistics of t-test was used to test the hypotheses at 0.05 level of significance. Findings of the study revealed a weighted mean of 2.67 which is greater than the threshold set at 2.50. Also, the result indicated a weighted mean of 2.56 which is greater than the threshold set at 2.50. The result indicates that there was no significant difference between male and female undergraduates’ perception about AI-enhanced multimodal digital platforms (t = -.411; df=148; p>0.05). It showed that there was no significant difference between male and female undergraduates’ attitude to AI-enhanced multimodal digital platforms (t = .414; df=148; p>0.05). Based on the findings of this study, it was recommended that universities should make significant investments in strong digital infrastructure and consistently update AI-enhanced multimodal platforms. Also, to improve pedagogical competency in the use of AI-driven learning technologies and digital literacy, regular training sessions and workshops should be planned. Keywords: Multimodal digital semiotics, Artificial Intelligence, teacher education, meaning-making, educational management, technology-enhanced learning, Nigeria
Flipped Classroom Model Approach and its Impact on Mathematics Achievement among Adolescents in Education District IV of Lagos - State, Nigeria
The flipped classroom model has emerged as a learner-centered instructional strategy that reverses the traditional approach to teaching by shifting direct instruction outside the classroom and prioritizing active learning during class time. This study investigates the impact of the flipped classroom on students’ academic achievement, critical thinking, and engagement in mathematics among adolescents. Using a descriptive survey design, data were collected from a sample of secondary school students and analyzed to determine the effectiveness of the approach. The population for this study was drawn from three secondary schools in education district IV. A total of 210 (two hundred and ten) respondents (students) were selected for the entire study. A simple random sampling technique was employed in selecting the sample. The data for the study were collected using titled “Impact of Flipped Classroom Model Approach on Achievement in Mathematics Questionnaire “(IFCMAAMQ). Three null hypotheses were raised and tested at 0.05 level of significance. At the end of the data analysis. Findings revealed that the flipped classroom significantly improved students’ problem-solving skills, enhanced their participation, and fostered deeper conceptual understanding compared to conventional lecture-based methods. The model also promoted collaboration, self-regulation, and motivation, enabling learners to take greater responsibility for their learning. The study concludes that the flipped classroom is an effective pedagogical strategy for promoting higher-order thinking and improving learning outcomes in mathematics. Based on the findings, it was recommended among other things that educators should adopt blended learning technologies and learner-centered instructional practices to maximize the benefits of the flipped classroom model Educators should be equipped with the necessary skills to design effective flipped lessons and moreover, workshops or informational sessions can be organized to familiarize teachers and parents with the flipped model and its benefits, ensuring a holistic and well-supported learning experience for adolescent students in mathematics. Keywords: Academic Achievements, Adolescents, Flipped Classroom Model, Mathematics
Prevalence of Depressive Disorders among Adolesecent Students in Oshimili South Local Government Area of Delta State, Nigeria
This study investigated the prevalence of depressive disorders among the adolescent students in the selected area of the study. It also investigated the various types of depressive disorders among the adolescent students. Three research questions were raised and three corresponding hypotheses were formulated and tested at 0.05 alpha level of significant. One hundred and twenty-three (123) subjects were randomly selected for the study. Modified Beck Depression Inventory (MBDI) was adapted as the research instrument. The reliability of the instrument was 0.86 having used Cronbach’s alpha statistics which suggested that the items have relatively high internal consistency; t-test and ANOVA statistics were used to test the hypotheses. The result of the analysis showed that two hypotheses were retained, while one hypothesis was not retained, an indication that depressive disorders rate among the adolescent students based on mode of separation of parents was high. Psychological techniques for reduction of the rate of severity among the adolescent students were proffered; recommendations and suggestions for further studies were also made. Keywords: Prevalence, Depressive Disorders, Adolescent Students, Secondary School
Artificial Intelligence in French Language Education: Enhanced Effectiveness and Personalized Learning
This study explored the influence of AI-powered language learning tools and its implications on teacher training and professional development. The Sociocultural Theory was adopted to explain how language, culture, and interaction enhance language acquisition and learners' development. An exploratory research method was adopted for the relevant information. Insights from literature revealed that French learning is boosted through Chatbots for adaptive exercises, personalized paths, and instant feedback on pronunciation and grammar, which improves learners' outcomes with positive engagement. It further revealed prospect for teachers and professional development which also involves the use of AI by teachers in developing required methodologies for prompt speaking and writing, analyzing students’ performance, and improving French learning skills in real-time. The key insights from this showed that the sustainability of AI and data-driven models should ensure that teachers are aligned with pedagogic trends that would revolutionize French language learning. Its implication for French language education includes the prospect of personalized education which would be enhanced through the use of chatbots for adaptive exercises and instant feedback on pronunciation and grammar to improve learners' outcomes with positive engagement. The use of AI by teachers would help develop methodologies for speaking, writing, and analyze students’ performance, and ultimately improve French learning skills in real-time. Keywords: Artificial Intelligence, French Language Education, Enhanced Effectiveness and Personalized Learning.
An Assessment of the Effectiveness of Competency-Based Education Model in Enhancing the Employability of Technical Education Graduates in Lagos State, Nigeria
The persistent disconnect between technical education outcomes and industry expectations in Lagos State, Nigeria, continues to undermine graduate employability despite increasing adoption of Competency-Based Education (CBE) models. This study assessed the effectiveness of CBE in enhancing graduate employability, examining skill development outcomes and stakeholder satisfaction. A descriptive survey design involved 80 technical graduates and 20 industry stakeholders from manufacturing and service sectors across Ikeja, Oshodi, Isolo, and Apapa. A 30-item validated questionnaire (reliability = 0.85) was used. Data were analyzed using means, standard deviations, Pearson's correlation, and Chi-square at 0.05 significance level. Findings revealed that CBE significantly enhances problem-solving, workplace readiness, and skill acquisition, with a moderate positive correlation (r = 0.65, p < 0.05) between CBE exposure and employability. However, both graduates (mean = 3.80) and industry stakeholders (mean = 3.72) expressed substantial dissatisfaction with current implementation, citing inadequate resources, unprepared instructors, curriculum-industry misalignment, outdated equipment, and weak quality assurance. The study concludes that while CBE demonstrates significant potential for improving employability, its effectiveness is severely constrained by implementation challenges requiring urgent systemic intervention. Recommendations include policy reforms mandating industry-integrated curricula, public-private partnerships for resource mobilization, continuous professional development for educators, regular curriculum review aligned with labor market demands, and sustainable funding models for CBE infrastructure. Keywords: Competency-Based Education; employability; technical education; skills gap; graduate unemployment; Lagos State; industry collaboration
Comparative Effects of Rational Emotive Behaviour and Client-Centred Therapies on Academic Resilience of In-School Adolescents in Internally Displaced Persons’ Camps in Borno State, Nigeria
Academic resilience is the ability to maintain or regain positive academic functioning despite significant adversity. It is a multi-dimensional construct comprising cognitive, emotional and behavioural processes that enable students to ‘bounce back’ from academic setbacks. Despite school enrollment, many displaced adolescents experience significant difficulties meeting academic demands, largely attributable to diminished academic resilience, heightened emotional distress, maladaptive or irrational self-beliefs regarding competence and self-worth, pervasive hopelessness and a fragile or disrupted learner identity. This study investigated the effects of rational emotive behaviour therapy (REBT) and client-centred therapy (CCT) on academic resilience among adolescents in internally displaced person (IDP) camps in Borno State. The moderating effects of gender and age were also examined. The study adopted a quasi-experimental design with a 3×2×3 factorial matrix. Ninety displaced adolescents participated in the study. The Academic Resilience Scale (ARS-30) developed by Cassidy (2016) was adopted for the study. The data were analysed via descriptive statistics and analysis of covariance (ANCOVA). The results were considered significant at the p. < 0.05 level. The participants’ average age was 14.04 ± 4.46 years; 51% were female, and 49% were male. There were significant main effects of treatments (REBT and CCT) on the academic resilience. REBT was found to be more effective than CCT. The moderating effects of gender and age were not significant. It was concluded that REBT and CCT were effective in fostering academic resilience. Counselling psychologists should deploy both REBT and CCT in enhancing academic resilience among adolescents in IDPs’ camps without due consideration to gender and age, but given priority to REBT. Keywords: Rational emotive behaviour therapy, client-centred therapy, academic resilience, in-school adolescents and internally displaced person
Tertiary Education Project Management in University of Benin, Nigeria: Potentials for Artificial Intelligence Infusion
The purpose of this research was to investigate tertiary education project management with artificial intelligence with the view of revolutionalising its processes in Nigerian universities. The phenomenon was investigated in the University of Benin, Benin City. Three research questions were raised that guided the study, descriptive survey research design of the ex-post-facto type was adopted, the population comprised all the faculties and institutes in the university. All the faculties and institutes were sampled to ensure adequate coverage. The instrument used was a checklist titled Project Initiated and Executed Checklist (PIEC). Data collected were analysed with the use of descriptive statistics. Findings revealed that the number of education projects initiated in University of Benin between 2020 to 2024 was fifteen (15). Some of the projects have been completed while others are still on-going, nine (9) of the initiated projects were executed within the time frame in the university between 2020 to 2024. Also, six of the education projects are yet to be completed. The study concluded that 60% of education projects were completed within the time frame while 40% are still on going in University of Benin. The study recommended that all education projects should be executed within the stipulated time frame to avoid cost overrun and wastages since resources are limited. In addition, project managers should investigate any other factors that can improve on execution of education projects within the time frame. Keywords: Revolutionalising, Tertiary Education, Project, Management, Artificial Intelligence.
Teachers’ Culturally Responsive Learning Environment Practice, Classroom Management and Students’ Discipline in Public Senior Secondary Schools in Lagos State, Nigeria
Culturally diverse classrooms require teachers to implement instructional practices that acknowledge students’ cultural backgrounds and promote inclusive learning environments. This study investigated the relationship between teachers’ culturally responsive learning environment practices, classroom management, and students’ discipline in public senior secondary schools in Lagos State, Nigeria. A descriptive survey research design was adopted. The population comprised teachers and students in public senior secondary schools, with 1,800 questionnaires administered and 1,797 valid responses obtained, representing a 99.8% response rate. Data were collected using the Teachers’ Culturally Responsive Learning Environment Practice and Classroom Management Questionnaire (TCRLEPCMQ) and the Students’ Discipline Questionnaire (SDQ). The instruments were validated by experts, and their reliability was confirmed using Cronbach’s Alpha. Data were analysed using descriptive statistics, Pearson Product–Moment Correlation, and regression analysis at the 0.05 significance level. The results indicated a significant moderate positive relationship between teachers’ culturally responsive learning environment practices and classroom management (r = .438, p < .05). However, culturally responsive practices did not significantly influence students’ discipline (β = .027, p > .05). The study concludes that while culturally responsive practices improve classroom organisation and teacher–student interactions, they may not independently determine students’ disciplinary behaviour. It recommends integrating culturally responsive teaching with broader behavioural management strategies and strengthening teacher professional development in inclusive classroom practices. Keywords: Culturally Responsive Teaching, Classroom Management, Students’ Discipline, Learning Environment.
Epistemic Beliefs as Predictors of Students’ Conceptual Understanding and Scientific Reasoning in Senior Secondary School Biology in Lagos State, Nigeria
Understanding how students learn biology meaningfully requires attention not only to instructional practices but also to learners’ epistemic beliefs about knowledge and knowing. This study investigated epistemic beliefs as predictors of students’ conceptual understanding and scientific reasoning in Biology in Lagos State, Nigeria. Guided by epistemic cognition and constructivist learning theories, the study adopted a correlational survey design with a predictive focus. The population comprised senior secondary school Biology students in Lagos State, from which a representative sample was selected using multistage sampling techniques. Data were collected using three validated instruments: an Epistemic Beliefs Questionnaire (EBQ, Cronbach alpha=0.92), a Biology Conceptual Understanding Test (BCUT, Kuder-Richardson 20=0.90), and a Scientific Reasoning Test (SRT, Kuder-Richardson 20=0.94). Data were analysed using descriptive statistics, Pearson correlation, and multiple regression analysis. Findings revealed that students’ epistemic beliefs were significantly related to both conceptual understanding and scientific reasoning in Biology. Specifically, sophisticated epistemic beliefs—such as beliefs in the tentativeness, complexity, and justification of biological knowledge—significantly predicted higher levels of conceptual understanding and scientific reasoning. Conversely, naïve epistemic beliefs were associated with lower performance on both outcome variables. The regression model indicated that epistemic beliefs accounted for a statistically significant proportion of variance in students’ conceptual understanding and scientific reasoning. The study concludes that students’ epistemic beliefs play a critical cognitive role in shaping how biological concepts are understood and how scientific reasoning skills are developed. It therefore recommends that Biology instruction and curriculum implementation in secondary schools should explicitly foster sophisticated epistemic beliefs through inquiry-based, argumentation-focused, and reflective pedagogical approaches. The study contributes to Biology education research in Nigeria by providing empirical evidence on the predictive role of epistemic beliefs in students’ learning outcomes. Keywords: Epistemic beliefs, conceptual understanding, scientific reasoning, Biology education, secondary school students, Lagos State.
Libraries and Psychosocial Determinants of Adolescent Substance Use and Mental Health in Nigeria: A Scoping Review
In Nigeria, adolescent substance use and mental health issues continue to pose public health problems as psychosocial factors which include family relationships, peer pressure, media exposure, and socioeconomic status drive these issues. Research has extensively studied these factors but scholars have not investigated how libraries can serve as community centers for mental health support and prevention work. This scoping review examines existing research from 2015 to 2025 which studies how psychosocial factors affect Nigeria's adolescent substance abuse and mental health problems, and it identifies library-based intervention points for further research. Researchers conducted a structured search using PRISMA-ScR framework which included PubMed, Scopus, JSTOR, Google Scholar, and Nigerian academic databases. Eleven studies met inclusion criteria. The findings show that educational programs taking place in schools and community settings can create opportunities for mental health literacy, substance use prevention, and peer support programs even though the study did not assess library-based interventions directly. The review shows major research deficiencies as studies testing library-led programs and research on vulnerable adolescent groups remains insufficient. Future intervention studies must investigate how libraries create safe spaces for adolescent mental health support in low-resource environments according to the study results. Keywords: Adolescent substance use, psychosocial factors, libraries and information literacy
Transformational Leadership Practices and Teachers’ Organisational Citizenship Behaviour in Public Senior Secondary Schools, Education District VI, Lagos State, Nigeria
The study investigated how principals’ leadership styles influence teachers’ willingness to engage in voluntary, extra-role behaviours that enhance school effectiveness. The study adopted a descriptive survey research design, which allowed for the systematic investigation of relationships among variables without manipulating them. The population consisted of all teachers in public senior secondary schools within Education District VI of Lagos State, totaling about 1,500 teachers, while a sample of 200 teachers was selected using stratified and purposive sampling techniques to ensure fair representation across schools. Data were collected using a structured questionnaire. The instrument comprised items measuring leadership dimensions, idealised influence, inspirational motivation, and intellectual stimulation and OCB components. Data were analysed using Pearson Product-Moment Correlation (PPMC) to test the hypotheses at a 0.05 level of significance. The findings revealed a significant positive relationship between principals’ transformational leadership and teachers’ organisational citizenship behaviour. The study concluded that transformational leadership is a critical determinant of teachers’ organisational citizenship behaviour in Lagos State public schools. The study recommended that the Lagos State Ministry of Education should organise continuous leadership development programmes to equip principals with transformational leadership competencies. Keywords: Transformational Leadership, Organisational Citizenship Behaviour, Teachers, Public Senior Secondary Schools, Lagos State.
Influence of Guidance Services on Career Decision Making among Senior Secondary School Students in Paikoro Local Government Area of Niger State, Nigeria
This study examined the influence of guidance services on career decision-making among senior secondary school students in Paikoro Local Government Area of Niger State. The two objectives and two hypotheses were formulated to guide this study and specifically investigated the influence of counselling services, information services on students’ career decision-making. A descriptive survey research design was adopted for the study. The population comprised all senior secondary school students in public secondary schools in Paikoro Local Government Area, from which a sample size of 384 students was selected using a stratified random sampling technique. Data were collected using a structured questionnaire based on a four-point Likert scale. The instrument was validated by experts in guidance and counselling, while its reliability was established using appropriate statistical methods. Data collected were analyzed using descriptive and inferential statistics (Chi-square) at the 0.05 level of significance. The findings revealed that students generally perceived counselling and information services as helpful in supporting their career decision-making. However, the inferential analysis showed that counselling service components has a statistically significant influence on career decision-making among the students. This suggests that although counselling-related services are appreciated by students, their current implementation is sufficient to produce a measurable influence on career decision-making. The study concluded that counselling services in secondary schools within Paikoro Local Government Area require strengthening to effectively support students’ career development. Based on the findings, the study recommended the provision of professionally trained counsellors, improvement of career information delivery among secondary schools in Paikoro Local Government Area of Niger State, Nigeria. Keywords: Counselling Service, Information Service, and Career Decision-Making.
An X-ray of Nigeria’s Revised 9-Year Basic Education Curriculum and the Implementation Strategies
The revision of Nigeria’s 9-Year Basic Education Curriculum (BEC) represents a strategic response to emerging national and global educational demands. This paper provides a critical examination of the revised 9-Year BEC with a focus on both its conceptual foundations and implementation strategies. Specifically, the study discusses the strategies adopted in reviewing the curriculum, the underlying philosophy, vision, and goals of the revised BEC, and its competency-based orientation aimed at equipping learners with relevant knowledge, skills, values, and attitudes. The paper further highlights the major changes introduced in the revised curriculum and examines the fundamental principles guiding its design and delivery. Finally, it offers practical suggestions for effective implementation, emphasizing teacher capacity building, adequate funding, stakeholder collaboration, and effective monitoring. The paper concludes that while the revised 9-Year BEC is robust and forward-looking, its success largely depends on deliberate, coordinated, and sustained implementation efforts.
Workshop Safety Skills Required by Students of Electrical Installation and Maintenance Works for Improved Workmanship
Wrong handling of tools and equipment in the college workshop could cause accident and damages to the tools and equipment being used. Therefore, there is need to ascertain workshop safety skills required by technical college students, including electrical installation and maintenance works students in handling tools and equipment in technical colleges in Edo State, Nigeria. Three specific purposes were determined and three research questions guided the study. One null hypothesis was formulated and tested at 0.05 level of significant. The study adopted descriptive survey research design. The population of the study was 64 technical teachers currently serving in the four technical colleges offering electrical installation and maintenance works in Edo State. The entire population was used as the sample size because it was manageable, hence a census. A four-point modified scale structured questionnaire was the instrument used for data collection. The instrument was validated by three experts from the Faculty of Vocational and Technical Education, University of Benin and it has a reliability coefficient of 0.72. Mean, standard deviation and Z-test were the statistical tools used for data analysis. Analysis of data revealed that electrical installation students require safety skills for handling electrical installation hand tools, machine tools and skills for working in the electrical workshop environment. It was concluded that electrical installation students require workshop safety skills to prevent workshop accident thereby improving workmanship within and outside the college workshop. It was recommended, among others, that electrical installation teachers should continue to teach and make students to be acquainted with workshop safety skills to prevent workshop accident and damages to tools and equipment. Keywords: Workshop; Skills; Electrical Installation; Technical College and Improved Workmanship.
Prevention of Genetic Reproductive Health Problems among Reproductive Women in Delta State: The Role of Health Education
Genetic reproductive health problems constitute a major public health concern affecting women of reproductive age, particularly in developing regions such as Delta State, Nigeria. These problems, including sickle cell disease, Down syndrome, haemophilia, and rhesus factor incompatibility, contribute significantly to maternal and child morbidity, emotional distress, and economic burden. This study examined the knowledge and prevention of genetic reproductive health problems among reproductive women in Delta State, with specific emphasis on the role of health education. A descriptive research design was adopted for the study. The population comprised 1,411,082 women of reproductive age (15–49 years) in Delta State. A sample size of 1,226 respondents was selected using a multi-stage sampling technique. Data were collected using a self-developed questionnaire titled Knowledge and Prevention of Genetic Reproductive Health Problems among Reproductive Women in Delta State: The Role of Health Education (KPGRHP). The instrument was validated through expert judgement and factor analysis, while reliability was ensured using appropriate statistical procedures. Data were analysed using descriptive and inferential statistics, with hypotheses tested at the 0.05 level of significance. Findings revealed that the level of knowledge of genetic reproductive health problems among reproductive women was generally moderate, with notable gaps in understanding genetic compatibility and inherited conditions. Acceptance of health education as a preventive strategy was high, while the practice and acceptance of premarital genetic screening remained relatively low. The study further established significant relationships between knowledge of genetic factors, acceptance of health education, premarital genetic screening, and the prevention of genetic reproductive health problems. The study concludes that effective health education plays a critical role in enhancing knowledge, shaping positive attitudes, and promoting preventive practices against genetic reproductive health problems. It is therefore recommended that sustained community-based health education programmes, improved access to genetic screening services, and policy-driven premarital genetic counselling initiatives be strengthened to reduce the burden of genetic reproductive health problems among reproductive women in Delta State. Keywords: Prevention, Genetic, Reproductive Health, Reproduction Women.
The Role of Emotional Intelligence Education in Promoting Psychological Well-being: A Review Study
Emotional intelligence (EI) — broadly defined as the capacity to perceive, understand, manage, and utilise emotions effectively — has attracted considerable scholarly attention over the past three decades. This review synthesises empirical and theoretical literature examining how EI education influences psychological well-being across developmental stages, from childhood through adulthood. Drawing on seminal theoretical frameworks, including Salovey and Mayer's ability model and Goleman's mixed model, as well as evidence from school-based social-emotional learning (SEL) programmes, workplace EI interventions, and clinical applications, the review demonstrates that structured EI education is consistently associated with reduced psychological distress, improved affect regulation, greater life satisfaction, and enhanced interpersonal functioning. Despite methodological heterogeneity in the extant literature, the collective evidence supports the integration of EI education into formal curricula and organisational training as a cost-effective strategy for promoting mental health at both individual and population levels. Recommendations for future research and practice are outlined. Keywords: Emotional intelligence, Psychological well-being, EI education, Mental health, Social-emotional learning, Affect regulation
Analysis of Safety and Security Measures in Early Childhood Education and Care Centres in Benin City
The central role of safety and security measures in early childhood education and care cannot be underestimated, as it remains the pillar of support for the smooth operation of the school system. This study, therefore, analyses the safety and security measures employed in early childhood education and care centres in Benin City. A survey research design was adopted, and the sample comprised 101 teachers and school managers selected through multistage sampling from public and private ECEC centres in Benin City. Mean and standard deviation was used to analyse the research questions while the hypothesis was tested with an independent t-test. The finding revealed that most ECEC centres made reasonably adequate compliance in the provision of some safety and security measures however, had insufficient provision in some key measures. The study further revealed a significant difference in safety and security measures between private and public schools' ECEC centres in favour of the private schools. Moreover, challenges in implementing safety and security measures include inadequate safety equipment and limited funding. Sequel to the findings, the study recommends that the Nigerian government at various levels, including private school operators, should strengthen existing safety and security measures through the installation of modern gadgets such as video surveillance, centre access control, promoting fire safety practices and strengthening pupils monitoring and supervision, among others, in early childhood and care centres across the country.
Investigating the Influence of Gender Equality on The Attainment of Sustainable Development Goals in Public Senior Secondary Schools in Lagos State Education District II, Nigeria
This study examines the influence of gender equality on the attainment of Sustainable Development Goals (SDG 4: Quality Education and SDG 5: Gender Equality) in public senior secondary schools within Education District II of Lagos State, Nigeria. The objective is to determine how gender equality in participation, leadership, and resource allocation affects students’ academic achievement and the realization of educational goals. The research adopted a descriptive survey design using both quantitative approaches. The population consisted of students, teachers, and administrators from public senior secondary schools in Ikorodu, Kosofe, and Somolu Local Government Areas. A stratified random sampling technique was used to select representative respondents across the district. Data were collected through structured questionnaires, data were analyzed using inferential statistics, including Pearson’s correlation and regression analysis. The findings revealed persistent gender disparities in participation, subject choice, and leadership representation despite policy interventions. Girls were underrepresented in science and technology subjects and often excluded from high-status leadership roles, while boys faced stigma in non-traditional subjects. Infrastructure deficiencies particularly inadequate sanitation and overcrowded classrooms, also contributed to absenteeism among female students. The study concluded that gender inequality in schools continues to hinder progress toward SDG 4 and SDG 5 by limiting inclusive participation and equitable educational outcomes. It recommended that the Lagos State Ministry of Education strengthen gender-sensitive policies, ensure equitable access to resources, promote teacher training on gender responsiveness, and expand mentorship and leadership programs for both genders. Keywords: Gender Equality, Sustainable Development Goals, Education District II, Leadership, Academic Performance.
Artificial Intelligence-Based Services in Traditional Libraries: Information Discovery and Access among Library Patrons at the University of Maiduguri, Borno State
Abstract. Traditional libraries that fail to integrate modern information and communication technologies often experience declining user engagement. With the increasing availability of Artificial Intelligence (AI) technologies, libraries are under greater pressure to modernize their services to enhance information discovery and access. This study examined the level of user discovery and information access at the University of Maiduguri Library, the extent of AI-driven service implementation, and the relationship between the two variables. A descriptive survey research design was employed. Data were collected from 355 active library users drawn from a target population of 7,350 using a structured questionnaire developed with the aid of the Raosoft Sample Size Calculator. The 52-item questionnaire was validated and subjected to a pilot study, yielding a reliability coefficient of 0.847 using Cronbach's alpha. Data were analysed using frequency counts, percentages, mean scores, and standard deviations, while Pearson Product-Moment Correlation was used to test the hypothesis at a 0.05 level of significance. The findings revealed that user discovery and information access were moderately high (X = 3.40, SD = 0.89), while the level of AI-driven service implementation was low (X̅ = 2.68, SD = 0.91). The analysis further showed a statistically significant moderate positive relationship between AI-driven service implementation and user discovery and information access (r = 0.432, p < 0.001). The study concludes that improvements in AI-driven service implementation may enhance users' ability to discover and access information resources in academic libraries. It recommends increased investment in AI-enabled library services and the provision of structured user training to improve the effective utilization of these technologies. Keywords: Artificial Intelligence, Library Services, User Discovery, Information Access, Academic Libraries, Nigeria
Family Structure and Socio-Economic Status as Predictor of Sports Performance among Student-Athletes of the University of Benin
The purpose of this study was to find out family structure, socio-economic status and sports performance among student-athletes of the University of Benin. Two research questions were raised and two corresponding hypotheses were formulated and tested at 0.05 level of significant. The study adopted correlational research design. The population of this study was made up of 244 student-athletes of the University of Benin. The sample size was made up of 120 student-athletes and the simple random sampling technique was used to select the respondents. The instrument was validated by three experts all from the University of Benin. The split half method of reliability was used to establish the reliability. Data collected was subjected to Cronbach alpha and a reliability coefficient of .75 was obtained. The questionnaire was the instrument used for this study. It was made up of two sections. Data collected were analysed using Pearson’s product moment correlation coefficient. The findings revealed that family structure significantly impacts student-athletes' access to training, emotional support, and performance consistency. Socioeconomic status emerged as a key determinant, with higher-income families affording better coaching, nutrition, and sports resources, positively influencing performance. It was concluded that family structure collectively influences student-athletes' sports development, highlighting the need for institutional interventions. It was recommended that Universities provide financial aid, flexible training programs, and parental education initiatives to support athletes from diverse backgrounds, ensuring equitable opportunities for sports excellence. Keywords: Family structure, socio-economic status, sports performance
Stakeholders' Support, Proprietors' Self-Efficacy, and Organisational Performance in Private Secondary Schools in Lagos State, Nigeria
Against the backdrop of the critical role private schools play in complementing education, the research addressed a significant gap in understanding the psychological and relational mechanisms that underpin their effectiveness. This study therefore, investigated the interplay between stakeholders' support, proprietors' self-efficacy and organisational performance within private secondary schools in Lagos State, Nigeria. The study was anchored on Bandura’s Social Cognitive Theory and Freeman’s Stakeholder Theory, providing a framework for examining how external support systems and internal belief structures converge to influence institutional outcomes. A quantitative correlational research design was adopted, utilising a multi-stage sampling technique to select 500 participants from 40 schools. Data were collected using two validated instruments: the Stakeholders' Support and Organisational Performance Questionnaire (SSAGAQ) and the Proprietor's Self-Efficacy Questionnaire (PSEQ). The data analysis employed descriptive statistics of Pearson’s product-moment correlation. Inferential analysis established strong, positive correlations between stakeholders' support and organisational performance (r = .783, p < .001), and between proprietors' self-efficacy and organisational performance (r = .794, p < .001). The study concludes that the synergy between stakeholder collaboration and proprietors' psychological capital is fundamental to school success. The study then makes actionable recommendation that the institutionalisation of leadership development programmes focused on self-efficacy and the promotion of structured stakeholder engagement frameworks should be the utmost in private school organisations Keywords: Proprietors' Self-Efficacy, Stakeholders' Support, Organisational Performance, Private Schools, Lagos State
Digital Mental Health Education: A Review of E-learning and Mobile-Based Interventions for Emotional Health
The proliferation of digital technologies has fundamentally transformed the landscape of mental health education and intervention delivery. This review examines the theoretical underpinnings, empirical evidence, and practical implications of e-learning and mobile-based interventions designed to promote emotional health. Drawing on literature published between 2000 and 2024, the review evaluates the effectiveness of web-based psychoeducation, smartphone applications, computerised cognitive behavioural therapy (cCBT), and other digital modalities in reducing psychological distress and enhancing emotional literacy across diverse populations. The evidence broadly supports the efficacy of well-designed digital mental health interventions, particularly those grounded in established therapeutic frameworks and supported by human guidance. Key challenges include issues of engagement and attrition, digital inequity, data privacy, and the need for rigorous quality assurance. The review concludes with recommendations for the development, evaluation, and ethical deployment of digital mental health education resources. Keywords: Digital mental health, e-learning, mobile health, mHealth, emotional well-being, online interventions, cognitive behavioural therapy, mental health apps.
Quality Assurance for 21st-Century Competencies: Insights from Nigeria and Finnish Higher Education
This conceptual paper compares the quality assurance systems in Nigerian and Finnish higher education. It X-rays the foundational patterns that determine their areas of divergence and proposes a conceptual framework for quality assurance that accommodates 21st-century competencies. A comparative conceptual analysis approach was employed to synthesise the existing literature, policy documents and institutional reports in this study. The approach was used to examine the historical, structural, and procedural dimensions of quality assurance in Nigeria and Finland's higher education systems. The study found a qualitative divide between the two systems. While Nigeria's compliance quality assurance system emphasises the need to address deficits in basic resources and standards, Finland's quality assurance system, built on trust, institutional autonomy, and a culture of continuous improvement, emphasises enhancement. The uniqueness of this study lies in the Contextually Adaptive Quality Assurance (CAQA) Framework. It provides a principled, flexible template for developing quality assurance systems that ensure quality in the development of essential 21st-century competencies, including critical thinking and collaboration. Keywords: Quality assurance, Higher education, comparative education, Finland, Nigeria
Health Education and Behavior Change Communication (BCC) in Disease Prevention: A Review of Effectiveness and Strategies
Health education and behavior change communication (BCC) represent foundational pillars of public health strategy, harnessing evidence-informed communication principles to modify health-related knowledge, attitudes, and practices across diverse populations. This narrative review synthesises peer-reviewed literature published between 2015 and 2026 to evaluate the effectiveness of health education and BCC interventions in the prevention of communicable and non-communicable diseases globally. Five principal mechanistic and strategic domains are examined: theoretical frameworks underpinning BCC design, multi-channel communication modalities, community-based participatory approaches, digital and mHealth innovations, and cultural competence as a determinant of intervention reach and impact. Evidence consistently demonstrates that theory-guided, culturally adapted, multi-channel BCC programmes produce significant improvements in health knowledge, preventive behaviour adoption, and disease incidence outcomes, with effect sizes moderated by intervention intensity, target population characteristics, and the fidelity of implementation. The review identifies critical gaps in long-term follow-up evidence, equity-focused evaluation methodologies, and the integration of structural determinants of health within BCC frameworks. Practice recommendations and future research priorities are outlined for public health professionals, programme designers, and policymakers committed to maximising the population-level impact of health communication investments. Keywords: Health education, behavior change communication, disease prevention, health promotion, mHealth, community-based interventions, theoretical frameworks, cultural competence