Godfrey Okoye University International Journal of Education

COMPARATIVE ANALYSIS OF SMART GREEN SCHOOLS AND CONVENTIONAL SCHOOLS IN ENUGU STATE: EVALUATING STUDENTS’ HEALTH AWARENESS, ENVIRONMENTAL BEHAVIOURAL PRACTICES, INFRASTRUCTURAL DESIGNS AND MAINTENANCE EFFECTIVENESS

2024-09-09T12:20:00+00:00

The study delved into the comparative analysis of smart green schools and conventional schools by evaluating students’ health awareness, environmental behavioural practices, infrastructural designs, and maintenance effectiveness. The study was carried out in Enugu urban. The study adopted a descriptive-analytical survey research design as its research methodology. Four research questions were formulated and addressed in line with the purpose of the study, and one hypothesis was tested. A questionnaire and a checklist were used to collect data. The data collection instruments underwent validation by three specialists in measurement and evaluation, and their insights were thoughtfully integrated into the final instrument. The instrument was also tested for reliability using Cronbach Alpha and the reliability coefficient was 0.86. The population for the study was 1,797 teachers from government secondary schools in Enugu Urban and 185 teachers from privately owned secondary schools. A sample of 37 teachers from five privately owned green schools and 300 teachers from ten conventional schools was drawn through purposive sampling. The data collected were analysed using the mean and standard deviation, and the percentage proportion for the checklists and hypothesis was tested using the Independent Samples T-test. The findings from the study indicated that green schools enhance students learning more than the conventional school. It was recommended among others that conventional schools in Enugu State should be upgraded with green features and smart nature to develop quality education

INNOVATIVE CURRICULUM DESIGN AND STUDENT-CENTRED INSTRUCTION: FOSTERING ENTREPRENEURSHIP SKILLS IN THE FOURTH INDUSTRIAL REVOLUTION

2024-09-09T12:23:27+00:00

For enhanced learning outcomes that meet the entrepreneurial needs of the learner and that of society, innovation is relevant in the planning and organizing of content, learning objectives, pedagogical approaches, and educational resources used in teaching and learning. Clear learning objectives, sequencing, assessment alignment, integration of 21st-century knowledge skills, and inclusivity address the educational needs of the learner. Placing the learner at the centre of the learning process is what 21st-century society demands. Since we are in the wake of the fourth industrial revolution; the period of artificial intelligence, the traditional ways of involving learners in the classroom need to be upgraded. Learners need to be empowered to take an active role in their education. This involves the need for innovation in the design of the curriculum and how the teaching and learning process is carried out. Student-centred instruction recognizes that students should be active in learning, have creative and critical thinking skills, have a collaborative spirit regarding learning, and develop the spirit of critical inquiry. This is the need for this theoretical study. There is a need for innovation when designing courses taught in universities. To meet the needs of the learner and society in this fourth industrial revolution, the injection of creative problem-solving skills; a key to entrepreneurial spirit goes a long way in helping the learner to be useful to self and society

AWARENESS AND UTILIZATION OF ARTIFICIAL INTELLIGENCE TOOLS FOR LEARNING OF BIOLOGY IN SENIOR SECONDARY SCHOOLS IN ENUGU NORTH LOCAL GOVERNMENT AREA OF ENUGU STATE, NIGERIA

2024-09-09T12:34:18+00:00

This study explored the awareness and utilization of artificial intelligence (AI) tools among secondary school students in Enugu North Local Government Area, Enugu State, Nigeria, specifically for learning Biology. Guided by two null hypotheses and four research questions, the study employed a descriptive survey design. The population consisted of 1,780 Senior Secondary School Class II (SS 2) students from nine secondary schools, with a purposive sample of 300 students (180 females, 120 males) from three coeducational schools. Data was collected using the "Awareness and Utilization of Artificial Intelligence Tools for Learning of Biology (AUAITLB)" instrument, validated by three education specialists, and with a reliability coefficient of 0.78. Descriptive statistics and t-test analysis revealed no significant gender differences in AI awareness and utilization. However, the study found that students underutilize AI tools like educational apps, virtual reality (VR), and augmented reality (AR). Recommendations include increased AI sensitization and greater use of AI tools by Biology teachers

University Education and the Holistic Empowerment of Female Science Students in Enugu Education Zone, Nigeria

2024-09-09T13:49:52+00:00

The study investigated the impact of university education on the holistic empowerment of female science students in the Enugu Education Zone, Enugu State, Nigeria. The research was guided by three specific objectives: assessing intellectual empowerment, evaluating financial empowerment, and exploring socio-cultural empowerment among the students. Utilizing a quantitative research paradigm, the study employed a descriptive survey design. A simple random sampling technique was applied to select 480 female science students from the Faculty of Education across three universities. Data were collected using a well-structured questionnaire, validated by two specialists in Science Education and Measurement and Evaluation. The internal consistency of the instrument was confirmed through Cronbach's Alpha. Data analysis was conducted using the Statistical Package for Social Sciences (SPSS). Descriptive statistics, including mean and standard deviation, addressed the research questions, while inferential statistics, specifically an independent t-test, were used to test the hypotheses at a significance level of 0.05. Findings indicated that university education significantly contributes to the intellectual and financial empowerment of female science students but does not substantially enhance their socio-cultural empowerment. This suggests that in the Enugu Education Zone, cultural norms still favour men over women, regardless of educational attainment. The study recommends that female science students be afforded equal opportunities and fair treatment in all aspects of societal life, like their male counterparts.

Exploring the Influence of Smart Education on the Implementation of United Nations Sustainable Development Goals 4 And 11

2024-09-09T13:49:58+00:00

This qualitative study examines the influence of smart education on the implementation of United Nations Sustainable Development Goals 4 (Quality Education) and 11 (Sustainable Cities and Communities). Using a phenomenological approach, we conducted in-depth interviews with 20 educators, administrators, and policymakers from various educational institutions and organizations. Thematic analysis revealed that smart education has the potential to significantly influence the achievement of these SDGs. Participants highlighted how smart education can enhance access to quality education, improve learning outcomes, and promote sustainable development through innovative technologies and pedagogies. Additionally, they emphasized the importance of smart education in developing skills and competencies necessary for sustainable urban planning and management. The study's findings underscore the need for a holistic approach to education, integrating smart technologies and sustainable development principles to achieve the UN's SDGs. The study contributes to the ongoing discourse on the role of education in achieving sustainable development and provides insights for policymakers, educators, and researchers.

Enhancing Education through Experience: Designing an Experiential Learning Curriculum for Holistic Development

2024-09-09T13:42:07+00:00

This paper explores the concept of experiential learning as a transformative approach to education, emphasizing its potential to enhance holistic development among learners. The definition of experiential learning and its main tenets active participation, reflection, and application are covered in the first section of the study. The advantages of experience learning are then covered, including enhanced retention, deeper comprehension, and the growth of critical thinking and problem-solving abilities. The development and application of an experiential learning curriculum is the main purpose of this paper. It describes the fundamental components of such a curriculum, such as defining learning goals, choosing relevant experiences, and incorporating systems for reflection and assessment. The study also examines other frameworks and models, such as Kolb's Experiential Learning Theory and Dewey's concept of reflective thinking that can direct the creation of an experiential learning curriculum. The impact of experiential learning on cognitive, social, emotional, and physical components of development is also examined in this research. It emphasizes the value of experiential learning in developing the kinds of abilities and proficiencies that are essential for success in the twenty-first century, like resilience, adaptability, and teamwork. In conclusion, the paper recommends that designing an experiential learning curriculum can significantly enhance education by providing students with meaningful and transformative learning experiences. It emphasizes the need for educators to embrace experiential learning as a powerful tool for fostering holistic development and preparing students for the challenges of an ever-changing world

Smart Green Schools Initiative: A Panacea to Secondary School Curriculum Implementation in a Depressed Economy

2024-09-09T13:49:54+00:00

Education for ages has remained the strong key that unlocks the gate that liberates man from disease, Ignorance, and underdevelopment. Nigeria alongside other developed and underdeveloped nations of the world seem to share this sentiment by adopting education as an instrument per excellence in influencing social and economic development in the country. The different economic variables such as the rising cost of living and rapid decline of the country’s monetary value have caused ripple effects on the activities of parents, teachers, and the school management in the shared implementation of the school curriculum. Data for the study was collected using secondary sources and was analysed using content analysis. The findings show the need to revitalize education through the adoption of the novel Smart Green Initiative in the implementation of the secondary school curriculum in Enugu State, its challenges, prospects, and the way forward

EDUCATIONAL LEADERSHIP CHANGE IN POLICY AND GOVERNANCE: A PANACEA FOR SCHOOL INITIATIVES IN NIGERIA

2024-09-09T13:42:08+00:00

In the Nigerian education system, organizational change is frequently misconstrued as being driven by individual or group preferences. This article aims to delve into various pieces of literature to explore how change leadership in policies and governance can be effectively implemented in schools to foster innovation. Employing a meta-framework design approach, the article thoroughly reviews change leadership domains. A synthesis of peer-reviewed journals is presented to elucidate the nexus between leadership philosophy, change, and innovations within Nigerian educational institutions. This examination is conducted through the dual lenses of process and content. The article argues that successful change leadership in school settings necessitates several key steps: identifying the need for change, engaging stakeholders to acknowledge this need, structuring the change process, fostering stakeholder commitment, implementing and sustaining change through robust planning and oversight, and nurturing individual and organizational capabilities to enable problem-solving and solution generation. Moreover, it challenges the notion that change is solely a top-down endeavour, asserting that leadership is predominantly a social practice or process rather than merely a charismatic display.

INTEGRATING COMPUTER-ASSISTED INSTRUCTION IN QUANTITATIVE REASONING IN MIDDLE BASIC EDUCATION: AN IMPERATIVE TO REPOSITIONING EDUCATION FOR THE 4TH INDUSTRIAL REVOLUTION

2024-09-09T13:49:56+00:00

As the Fourth Industrial Revolution (4IR) ushers in rapid technological advancements, the ability of pupils to engage in self-directed learning becomes increasingly crucial. To address the evolving educational landscape, this study investigates the impact of Computer Assisted Instruction (CAI) on enhancing the quantitative reasoning skills of middle school pupils. CAI is a method that leverages computers for instruction, progress tracking, and feedback. The research, conducted in the Enugu Education Zone of Enugu State, employed a quasi-experimental design, targeting 8924 middle basic two pupils across 98 schools during the 2019/2020 academic session. A sample of 490 pupils was selected using stratified, purposive, and simple random sampling techniques. The study utilized the Quantitative Reasoning Achievement Test (QRAT), a validated 40-item multiple-choice test with a reliability coefficient of 0.77 (KR-20). Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at a 0.05 significance level. The findings indicate that pupils taught using CAI outperformed those taught through traditional methods. The study recommends the uniform implementation of CAI across schools in the Enugu Education Zone to standardize learning outcomes and ensure equitable instruction in quantitative reasoning amid the 4IR

Practical Administrative Measures for Involving the Communities in Primary School Administration in Udi Local Government Area of Enugu State, Nigeria

2024-09-09T14:36:02+00:00

This research sought to find out the practical administrative measures for involving the communities in primary school administration in the Udi Local Government Area of Enugu State, Nigeria. Descriptive survey research was adopted. All the 92 headmasters of the 92 primary schools in the area constituted the population. They were all involved in the study since the population was manageable. Two research questions guided the study. A “Questionnaire of Practical Administrative Measures for Involving the Communities in Primary Schools Administration” was used to obtain information from the respondents. The instrument which was duly validated and confirmed reliable was rated using the modified Likert’s four-point rating scale. A 2.50 mean score was adopted as a level of agreement. The research questions were answered using the mean and standard deviation (SD). The results revealed that the headmasters involved the communities in school curricular programmes but not in financial and physical facilities management, to an agreement level. The findings led to recommendations that the local government education authority should have operational guidelines and monitoring teams to ensure the sustenance of the school-communities’ relationships in all primary schools. Primary school teachers who aspire to higher education should be encouraged to study educational administration

Education for Sustainability: A Pathway to Global Resilience

2024-09-09T14:36:13+00:00

This work addresses the pressing challenges of today, emphasizing the urgent need for sustainability. Environmental degradation, social injustice, and economic instability are interrelated issues demanding immediate action. Sustainability offers a holistic approach to tackling these problems, ensuring that present needs are met without jeopardizing the ability of future generations to meet theirs. Environmental sustainability is crucial for protecting ecosystems and natural resources. Social sustainability involves building inclusive societies where everyone can access essentials like education, healthcare, and economic opportunities. Tackling social inequalities, fostering diversity and inclusion, and empowering marginalized groups are key to creating a fairer and more just world. Economic sustainability requires developing systems that are resilient, inclusive, and environmentally conscious. Achieving sustainability necessitates collective action on local, national, and global scales. Governments, businesses, civil society, and individuals all play vital roles in advancing sustainability goals through policy reforms, innovation, education, and advocacy. Ultimately, the call for sustainability is about more than just protecting the planet; it's about building a more prosperous, equitable, and resilient future for all. It is both a moral duty and a practical necessity in a world facing unprecedented challenges. The authors urge governments and other stakeholders to promote economic systems that are resilient, inclusive, and environmentally responsible. Furthermore, education should empower individuals to act as proactive agents of positive change in building a more sustainable and resilient society.

Role of Administrators in the Training and Monitoring of Attendance of Staff on Hybridization of Learning in Universities in Enugu State, Nigeria

2024-09-09T14:36:00+00:00

The study looked at how university administrators in Nigeria's Enugu State are contributing to the increasing hybridization of education. The paradigm used in the study was quantitative. It used a descriptive survey research design specifically. The sample size is 40 university administrators. Two theories served as the study's compass. The application of Skinner's Reinforcement Theory and Expectancy Theory was the study's key component. Data were gathered directly from respondents using a sixteen-item questionnaire. A statistical tool for analysis was the t-test. The study's conclusions showed that personnel at both public and private universities were trained and retrained by their management. They also monitor their staff attendance to work for punctuality, among others. Findings also revealed that administrators do not bear the cost of all needed training and retraining programmes, and they also do not provide proctors for monitoring students’ examinations. Based on these results, the researchers suggested that administrators at universities should seek funds to help cover the expense of funding training and retraining. For effective monitoring of staff on hybridization of learning, university administrators should ensure that they provide course proctors to monitor students during online examinations. These will enable the administrators to perform their roles efficiently to ensure effective hybridization of learning in their universities.

Information, Communication, and Technology (ICT) Integration in Mathematics Classroom: A Challenge for Nigeria

2024-09-09T14:36:10+00:00

Beyond the school-age population, people must be aware and come to terms with the interplay of technological advancement in all spheres of life endeavours. The management of such advancements needs to be tackled at the instructional levels of the learning enterprise. Information and communication technology (ICT) is a promising practice in mathematics classrooms, but its success depends mainly on several issues, such as teachers' perception of ICT capabilities, teachers' attitudes towards the contribution of ICT to mathematics teaching, and students' understanding of mathematics. The success of ICT integration exercises in mathematics classrooms depends largely on these issues. Despite the many challenges faced, Nigeria has great hopes for improving the outcome of education and learning. This requires the cooperation of policymakers, educators, and stakeholders to improve technology access, provide adequate teacher training and support, align curriculum and assessments with ICT standards, address privacy and security issues, and invest in infrastructure and maintenance. This paper provided an exploratory study that looked into the feasibility of combining ICT with traditional teaching methods in Mathematics Education in Nigeria. The management of this combination lies in the domain of education policies and implementation structures. The study proposed implications and consequences of the integration of ICT in Mathematics Education by exploring plausible causes/scenarios for the performance and disposition of teachers and students towards the use of ICT in teaching mathematics in Nigeria.

Introducing E-Portfolio as Authentic Assessment Tool for the Fourth Industrial Revolution: Imperatives for Smart Green Schools

2024-09-09T14:36:06+00:00

The Smart and Green Schools initiative of Enugu State Government is an innovative and skill-oriented programme aimed at preparing pupils and students at basic education level to function effectively and responsibly in the era of Fourth Industrial Revolution. Assessment is crucial to effective and innovative educational practices. However, some forms of assessment hinder innovative educational practices. Education stakeholders are expressing concern over their inability to use standardised test for authentic assessment of students. This paper focused on introducing e-portfolio as an authentic assessment tool for pupils and students in the Smart and Green Schools in Enugu State. The paper x-rayed the current assessment practices in the schools and how pupils and students can develop functional skills such as critical thinking through the use of e-portfolios. The e-portfolio facilitates holistic assessment of learning. However, despite the relevance of e-portfolio towards robust and authentic assessment practices, the paper highlighted that most teachers do not possess sufficient knowledge to use e-portfolio for assessing the students’ knowledge and skills. In addition, the paper noted that the teachers, pupils and students’ digital literacy level is low for effective utilization of e-portfolio for authentic assessment of learning in the Smart and Green Schools. The study recommended among others, urgent and extensive training of teachers, pupils and students on the application of e-portfolio for effective delivery of authentic assessment of learning in the schools.

Management of Volunteerism for an Effective Tool in Basic Education

2024-09-09T14:36:03+00:00

Volunteerism is a universal human phenomenon that contributes important social and economic benefits to society. In Nigeria like in most parts of Africa, it is as old as the people because volunteering tasks has always existed and predates modern civilization. In traditional society, there is a level of volunteerism that is expected in the home or community at a certain age often based on experience, gender, ability, location and availability. Volunteerism in education emerged as a portent management tool bringing forth a plethora of benefits and transformative impacts. This paper explored the multifaceted dimensions of volunteerism as a management tool in education, delved into its practical applications, advantages and the potential applications, advantages and the potential it holds for shaping educational experience for good governance. This paper also discussed management strategies essential for effective volunteerism in education. This exploratory paper sought to elucidate the multifaceted impact of volunteerism in education and the strategic management approaches necessary for its successful integration for good governance.

Assessment of 21st Century Competencies Science Education Lecturers Possess in Universities in Enugu State, Nigeria

2024-09-09T14:58:59+00:00

This study investigated 21st-century competencies possessed by science education lecturers at the University of Nigeria Nsukka and Godfrey Okoye University Enugu. One research question and three null hypotheses guided the study, adopting a descriptive survey research design. The sample for the study comprised 67 Faculty of Science Education lecturers at the University of Nigeria Nsukka and Godfrey Okoye University Enugu. A simple random sampling technique was used to select the sample. Data was collected using a 20-item 21st-century competency questionnaire developed by the researchers. The instrument was validated by three validators in educational measurement and evaluation at the Faculty of Education, University of Nigeria Nsukka. A 0.79 coefficient of internal consistency index was for the instrument using Cronbach Alpha. The collected data were analyzed using frequency, percentage, mean, standard deviation, t-test, and ANOVA statistics. Findings revealed that communication and collaboration skills are possessed by Science Education lecturers to a high extent, whereas learning and innovation skills, information literacy skills, digital literacy skills, and life career skills are possessed to a low extent. Also, there was a significant difference in the 21st-century competencies of science education lecturers based on gender, experience, and qualification. The study concluded that 21st-century competencies are vital for lecturers to thrive in modern society and recommends that tertiary institutions organize in-service hands-on workshops to teach lecturers 21st-century competencies; and lecturers should see private avenues to improve their 21st-century skills

Education and Development: Way Forward in Repositioning Education in the 4th Industrial Revolution

2024-09-09T14:59:55+00:00

Teacher education is a vital part of the educational process. In the last decade, teachers have made significant progress in the field of teacher education. In this paper, we discuss the current state of the art in the teaching of English as a foreign language. We also review the current research trends in the subject of teaching and learning, examining teachers' educational needs and emerging priorities, and examining their perspectives on teacher education and development. Now, it becomes necessary that the teachers should change or modify themselves to the demands or the needs that are arising in society. That change; change in the teacher’s training; teaching and learning materials; theoretical and practical aspects; curriculum; professional development; evaluation and assessment and many more, etc., in the same area, has also to be taken into consideration. This paper focuses on the study of the concept of teacher education, its various components, and various facets of teacher development and associated factors. Teacher Education and Development should be prioritized, we can empower teachers to provide high-quality education and prepare students for success in our society

Chemistry Teacher Interest: A Crucial Factor in Chemistry Education and Development in Nigeria

2024-09-09T14:58:57+00:00

The purpose of this paper is to highlight interest as an element of development and it’s consequence on teacher education and development. This opinion paper considers students’ interest in teaching as a profession despite the positive enrollment statistics, so as to contribute and stimulate debate and discussion, and offer new perspective and insights. Literature review and expert opinions methods were used to support the author’s opinion. Results were synthesized to support the author’s opinion on interest and it’s benefits to chemistry teacher education and development, factors responsible for students lack of interest on teaching discussed into; the country’s poor educational system, mini salaries/remuneration, desire to get money quick, love for soft work, discouraging testimonies from teachers/educators in the system, lack of prestige associated with the profession, and lack of models. The consequences have negative effect on teacher’s education and development in general and chemistry teacher’s education and development in particular which has resulted to production of graduates with education certificate but without interest in the profession. Ways to improve and sustain students’ interest were recommended. However, if the recommendations are implemented, it will move teachers from lamentation stage to the stage of influence

Prospects and Perceived Challenges of Information Communication Technology Curricula Implementation in Smart Green Schools in Enugu Educational Zone, Enugu, Nigeria

2024-09-09T15:06:45+00:00

This descriptive survey research was conducted in the Enugu Educational Zone, Enugu State, to explore the perceived prospects and challenges associated with implementing the Information and Communication Technology (ICT) curriculum in the Smart Green School Initiative. The study employed a multi-stage sampling method. Initially, five primary and five junior secondary schools were randomly selected from each of the Enugu North, Enugu East, and Isi Uzo Local Government Areas (LGAs), resulting in a total of 15 primary and 15 junior secondary schools. In the second stage, stratified sampling was used to select Primary Six and Junior Secondary Three (JSS3) classes from these schools. Finally, three pupils, three students, and three teachers were randomly chosen from each selected class, leading to a total of 180 respondents across the three LGAs. Data were analyzed using descriptive statistics, particularly percentages. Key challenges identified include the high cost of ICT facilities, inadequate infrastructure, and insufficient electricity supply. However, the prospects are promising, with benefits such as the effective use of artificial intelligence (AI) in teaching and learning, enhanced classroom activities, increased collaborative work, improved motivation for both learners and teachers and the promotion of critical and creative thinking. The study concludes that while there are significant challenges, the potential benefits of ICT curriculum implementation in the proposed Smart Green School Initiative are substantial. Recommendations include strengthening ICT programs, installing supportive power supplies like solar panels, and training staff and students to ensure effective ICT curriculum implementation

Enhancing Educational Assessment in Smart Green Classrooms for the 4th Industrial Revolution

2024-09-09T15:00:56+00:00

Smart green classrooms have emerged as a promising solution to enhance the learning environment and promote sustainability in educational institutions. This research article explores the role of educational assessment in smart green classrooms and discusses strategies to enhance assessment principles and practices in innovative learning spaces for the fourth industrial revolution. The study highlights the importance of integrating technology and sustainability principles into assessment methods to foster student engagement, critical thinking, and environmental awareness for the fourth industrial revolution by leveraging the capabilities of smart green classrooms, educators can create more meaningful and effective assessment experiences that support student learning and promote sustainable practices.

Enhancing Quality in Teaching and Learning of Social Studies Education for the Fourth Industrial Revolution

2024-09-09T15:04:32+00:00

The Fourth Industrial Revolution (4IR) has sparked concerns about its potential impact on jobs and traditional teaching methods, raising questions about the readiness of Nigeria’s educational system to embrace these changes. While many industries are still grappling with a full understanding of 4IR, its influence is increasingly evident in various sectors, prompting academics, business professionals, and policymakers to take notice. This study explores how 4IR techniques can be applied in Social Studies Education to enhance the quality of teaching and learning, preparing students for the demands of the modern era. Findings indicate that some schools have successfully integrated virtual and hybrid instruction, artificial intelligence, and internet-based technologies to facilitate learning. Educators are employing tools such as Zoom, online messaging, and feedback platforms to enhance student engagement. The study also presents recommendations for further integration of 4IR tools to improve Social Studies education across different levels. Continuous training for teachers on emerging technologies is crucial for advancing the quality of education in this field. The study concludes that Nigeria's Ministry of Education can spearhead a shift by implementing 4IR tools and training initiatives

Information Communication Management as a Predictor for Effective Administration of Secondary Schools in Enugu State, Nigeria

2024-09-10T08:37:31+00:00

This study investigated the role of Information Communication Management (ICM) as a predictor of effective administration in secondary schools in Enugu State. Guided by two research questions and two null hypotheses, the study employed a correlational research design. The population consisted of 8,588 principals and teachers in government-owned secondary schools, with a sample of 12 principals and 356 teachers, selected using simple random sampling from three educational zones. Two instruments, the Information Communication Management Questionnaire (ICMQ) and the Effective Administration Questionnaire (EAQ), were developed and validated by experts in educational management and measurement from Godfrey Okoye University, Enugu. Test retest reliability yielded coefficients of 0.83 and 0.86. Data were analysed using mean, standard deviation, correlation coefficients, and simple regression at a 0.05 significance level. The findings revealed that ICM significantly predicted effective administration in secondary schools, showing a strong positive correlation. Based on the results, it was recommended that principals enhance their communication strategies to improve school administration.

Introducing Transformative Pedagogies in Teaching and Learning of the English Language: A Strategy for Educational Sustainability

2024-09-10T08:39:06+00:00

The shift from traditional classrooms to digital platforms has transformed language acquisition in the 21st century, making sustainability education more critical than ever. This theoretical study examines the intersection of education and sustainability within the context of English language teaching and learning. It explores how transformative pedagogies can support sustainable practices in an evolving technological landscape. The first section defines sustainability education, outlining its goals and the importance of equipping students with the linguistic skills to address complex environmental, social, and economic challenges. However, integrating sustainability into language instruction poses challenges, such as aligning sustainability topics with language learning objectives. This work highlights these issues and their societal implications, stressing the need to redesign educational systems with sustainability at the forefront. The study proposes transformative pedagogical strategies that educators and policymakers can adopt to foster a generation of socially and ecologically conscious global citizens. Ultimately, it offers practical recommendations for integrating sustainability into curricula, guiding stakeholders in navigating the challenges posed by technological disruption in language education.

Language: A Catalyst for Cultural and Scientific Innovations

2024-09-10T08:40:24+00:00

Language is a key driver of both cultural evolution and scientific innovation. This paper explores the complex relationship between language and innovation across diverse domains. It begins by highlighting language’s essential role in human communication and its function in transmitting cultural knowledge across generations. The discussion emphasizes the positive impact of linguistic diversity on fostering cognitive flexibility and problem-solving abilities, particularly among multilingual individuals. Additionally, the paper examines how language facilitates knowledge transfer in scientific innovations, enabling effective collaboration among researchers. It also explores the influence of linguistic diversity on cultural practices and identity formation within communities. The role of language technologies in breaking down barriers to global communication is addressed, along with the importance of preserving indigenous languages to promote cultural autonomy. Finally, the paper envisions future interdisciplinary approaches that harness language for sustainable innovation, emphasizing its critical role in addressing global challenges. Overall, the paper underscores language’s pivotal contribution to progress and inclusive development in a connected world.

Motivation as a Redemptive Management Tool in Tertiary Education for Smart Green School Programme

2024-09-10T08:42:10+00:00

The central forte in developmental society is realised as a residual product of motivational trajectory. It is sought ardently because it attends to the possibility of accomplishing the goals set for individuals, organisations and the society irrespective of circumstantial difficulties. It is this force which psychologically governs many of our actions and give substance to our achievements. Without motivation, carrying out major beneficial societal projects will be difficult to attain. Thus, the main objective of this paper is to investigate the extent the pursuit of motivation in a school environment can be considered as a redemptive management tool in tertiary education. This paper explored the multifaceted dimensions of motivation as a redemptive management tool in tertiary education delving into its advantages and the potential applications. It is a fact that motivation is a detailed and controlled use of resources to achieve goals, therefore this exploratory paper sought to elucidate the multifaceted impact of motivation as a redemptive forte in education and the strategic management approaches necessary for its successful integration in tertiary education

Open and Distance Education and Inmate’s Rehabilitation and Reintegration in Enugu Maximum Special Custodial Centre

2024-09-10T08:45:46+00:00

The paper examines impact of open and distance education in prisoner's rehabilitation and reintegration in Enugu Maximum Custodial Centre, from 2011 to 2024. The paper adopted a descriptive research design while data were collected through survey (Questionnaires and oral interviews) and documentary sources. The sample size of the study is seventy-six (76) participants, made up of seventy (73) serving and former inmates/students as well as three (3) officials of the Custodial Centre selected using a purposive sampling method. Data collected from questionnaire were presented in tables, figures, percentages and frequencies. Data from interviews and documentary sources were analyzed using content analysis. The quantitative data generated were subjected to inferential statistical tool using multiple regression analysis with the aid of Statistical Package for Social Science (IBM SPSS) Software, version 22.0. The result showed that open and distance learning (ODL) has been effective and efficient in prisoners’ rehabilitation and reintegration and that challenges such as lack of adequate structures/classroom building for the program, lack of internet services, and lack of budgetary support, among others, hinder the program. The paper concludes that prisoner education and literacy programs such as ODL should be included in the nation’s education curriculum and made compulsory for prison inmates as part of their rehabilitation and reintegration programs.

Performance of Students in Public and Private Universities Taught Computer Science and Mathematics Courses Using Blended Learning Approach: A Comparative Study

2024-09-10T08:49:28+00:00

The 21st century is characterized by the Fourth Industrial Revolution, with Computer Science at its core. As industrialization relies heavily on computer technology, the study of Computer Science has become central to modern education, particularly in universities. However, the integration of mathematics into Computer Science curricula has sparked debates among scholars. While some experts argue that Computer Science is inherently mathematical, others contend that its mathematical components are minimal, leading to the transformation of traditional mathematics courses like Numerical Methods and Discrete Mathematics into computer-specific versions. This study investigates the relationship between mathematics and Computer Science courses, examining whether differences exist in student performance based on the instructional approach (Blended Learning) and the type of university (public or private). The study involved 674 second year Computer Science students from Enugu State, using the Mathematics Method Achievement Test (MMAT) and Computer Programming Achievement Test (CPAT) as data collection instruments. Results revealed no significant correlation between student achievements in Mathematics and Computer Science courses, although Blended Learning enhanced performance in both areas. Additionally, students from private universities outperformed their public university counterparts in Computer Science courses. The study recommends that the National Universities Commission (NUC) organize workshops to promote Blended Learning and reconsider the emphasis on mathematics in Computer Science curricula.

Quality Teaching: A Focus for Educationists in the Fourth Industrial Revolution

2024-09-10T09:34:22+00:00

This paper explored the quality of teaching as a focus for educationists in the 4th industrial revolution. Descriptive survey design was adopted for the study and simple random sampling technique was employed to select respondents across gender lines. Structured questionnaire was the data instrument used for this study. The instrument was validated by two lecturers who are measurement and evaluation specialists. Sample size of 120 respondents was drawn from the population of 680 people, comprising 70 teachers and 50 students, drawn from 2 public and private secondary schools in Enugu State. Sample size was statistically determined using Chall-Dale Readability Score. As a result of the sizeable nature of the sample size, the whole population was studied. This study was guided by two hypotheses which were analyzed using chi-square and tested at 0.05 level of significance with one degree of freedom. The findings of this study state that educationists should focus on promoting quality teaching by laying more emphasis on the use of innovative teaching approaches cum methods and technological devices characterized by 4th industrial revolution to enhance students’ academic excellence. Based on these findings, the study recommends that educationists should wake up on the call to utilize these advanced technologies such as Smart devices, Robotics, Big Data, 3D printing, Internet of Things (IoT), Virtual reality (VR) and Artificial Intelligence (AI) to promote quality teaching and learning for the benefits of the teachers and students.

Repositioning Individuals for Reading Competence: A Key Focus of the Smart Green Schools Initiative of Enugu State Government, Nigeria

2024-09-10T09:34:20+00:00

This paper extols the Smart School initiative of the Enugu State government and the ultimate plan to launch the schools into the 4th industrial revolution. It points out that reading should occupy a pivotal place in the smart school curriculum. Reading involves an interaction between the reader and the printed text. That is to say that reading entails looking at the printed text to make meaning out of it. The journey of ‘learning to read’ begins in the basic or primary schools. The goal of reading instruction at the primary level is that every child should be functionally literate, able to communicate well, read and write with clear understanding, and utilize efficient problem-solving life skills. So, a solid foundation must be laid for reading competence among the pupils of the smart schools to equip them for the demands and tasks of the 4th Industrial Revolution. This is because reading failure in the past has led to educational failure as well as general underdevelopment. This paper therefore argues that from the commencement of the smart schools, adequate attention must be paid to reading instruction, quality of personnel involved, processes of delivery, and product to reposition the individuals for higher reading achievement.

Smart Green Schools in Enugu State: Overcoming Perceived Future Challenges, Embracing Opportunities for Sustainable Education

2024-09-10T09:34:17+00:00

The implementation of smart green schools in Enugu State presents both perceived future challenges and opportunities in the realm of education and sustainability. Challenges include initial infrastructure costs, technological integration hurdles, and the need for extensive teacher training to adapt to new educational paradigms. Additionally, ensuring equitable access to these facilities across urban and rural areas poses a logistical challenge. However, the prospects are promising. Smart green schools offer an opportunity to revolutionize education by incorporating technology for interactive learning experiences, enhancing students’ digital literacy skills. These schools also prioritize environmental sustainability through energy -efficiency, infrastructure, waste reduction measures, and eco-friendly curriculum integration, fostering a culture of environmental stewardship among students. Furthermore, the implementation of smart green schools aligns with global trends towards sustainable development, positioning Enugu State as a leader in environmentally conscious education. It has the potential to attract funding and partnerships from government and non-governmental organizations dedicated to sustainability initiatives. The adoption of smart green schools in Enugu State presents its share of perceived challenges; the potential benefits far outweigh them. With proper planning, investment, and commitment from stakeholders, these schools can serve as models of innovative, sustainable education contributing to the holistic development of students and the advancement of Enugu State’s educational landscape.

Smart Schools Initiative in Enugu State: Using Language as a Linguistic Tool for Eco-Restoration and Sustainability

2024-09-10T09:34:15+00:00

Environmental Education raises one’s awareness of the environment and provides the necessary skills to ensure its sustenance. The environment is vital for its innumerable values that concerns the enjoyment and the satisfaction man derives from the natural world. But the global environment is in a precarious state and this has been much in focus in recent times. More than 50 percent of the Sustainable Development Goal targets lack sufficient progress and about 30 percent have been stalled or reversed. Based on this argument, this theoretical paper reviewed the 125 page book on Environmental Education and Maintenance Culture at the Grassroots. The book successfully blends environmental themes such as climate change, sustainable development, atmospheric carbon dioxide, and biodiversity with English language teaching and learning organized into seven sections. It provides opportunities to discuss environmental issues and at the same time providing students with the right context for language skills development. The last section on aesthetics and culture of maintenance provides young people opportunities to acquire, practice and imbibe a lifelong culture of maintenance from an early stage. It fosters maintenance skills acquisition at home, and contains community based learning activities and field trips. The study affirms that the book has a great potential in contributing towards the United Nations Sustainable Development Goal targets. It however recommends updating some passages and to digitize the book in line with the 260 BASIC SMART Schools in Enugu State

Teacher Education and Development: The Way Forward in Repositioning Education in the 4th Industrial Revolution

2024-09-10T09:37:29+00:00

This paper investigated the rationale for teacher education and professional development in re-positioning education in the 4th industrial revolution in Enugu State, Nigeria. Two research questions were raised to guide the study. A descriptive survey design was employed as the research design for the study. The population of the study is made up of 60 respondents selected across all levels of education, comprising 20 teachers each drawn from 2 public and 2 private schools across all levels of education in Enugu State. Structured questionnaire was the instrument for data collection. The sample size is the same as the population of the study because the size was manageable, the whole population was studied. The collected data was analysed using frequencies and percentages. The findings of the study state that most teachers across all levels of education both private and public schools have the desire to adopt advanced technologies, to help them develop themselves professionally, promote their students’ academic excellence, make them better teachers, and as well enhance their intellectual growth. Based on these findings, the study recommends that the educational system should as a matter of necessity, enlighten, motivate, and embolden teachers across all levels of education on the need to link these technologies and smart devices to teaching and learning to promote teacher education and teacher professional development.

Twenty-First Century Skills Needed by Business Education Graduates of Tertiary Institutions: Observation from Business Educators in Enugu State, Nigeria

2024-09-10T09:37:26+00:00

This study examines the 21st-century skills essential for the employability of Business Education graduates, as perceived by business educators in Enugu State tertiary institutions. The study's primary objective was to identify the competencies required by graduates for successful employment in Nigeria's labour market. A descriptive survey research design was adopted, with a population of 69 business educators from the Association of Business Educators of Nigeria (ABEN), Enugu State Chapter. The entire population was studied using a structured questionnaire titled "Twenty-First Century Skills Needed by Business Education Graduates for Employability" (TFCSNBEGE), which achieved a Cronbach Alpha reliability index of 0.75. Two research questions and two null hypotheses guided the study. Data were analyzed using mean, standard deviation, and t-test statistics. The findings revealed that critical thinking, creativity, teamwork, communication, information literacy, and media literacy are crucial skills for employability. There were no significant differences between male and female educators' perceptions of these skills. It was recommended that Business Education curricula emphasize the development of these 21st-century competencies to enhance graduates' employability

APPRAISAL OF THE PERFORMANCE OF SCHOOL BASED MANAGEMENT COMMITTEE IN THE ADMINISTRATION OF SECONDARY SCHOOLS IN ENUGU STATE

2025-04-10T11:28:36+00:00

The study appraised the performance of School Based Management Committee in the administration of secondary schools in Enugu State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted a descriptive survey research design. The population for the study was 590 respondents which comprised principals and SBMC Chairmen in the secondary schools in Enugu State. The sample for this study remained the 590 respondents. The researcher made use of the entire population because it was manageable. The instrument for data collection was a 22-item structured questionnaire titled “Performance of School Based Management Committee in Secondary School Administration Questionnaire (PSBMCSSAQ)”. To ascertain the face validity of the instrument, the questionnaire was given to two experts in Educational Management and one expert in Measurement and Evaluation Unit of Department of Mathematics and Computer Education, all from Faculty of Education, Enugu State University of Science and Technology, Enugu. Reliability was gotten using Cronbach Alpha method. The computation yielded 0.82 and 0.80 for clusters 1 and 2 respectively with an overall reliability estimate of 0.81. Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the null hypotheses. The findings of the study revealed that SBMC has performed in the administration of secondary schools in the aspect of school budget in Enugu State to a low extent. Also, SBMC has performed in the administration of secondary schools as regards the maintenance of physical facilities in Enugu State to a great extent. In view of the findings of the study, recommendations were made among others that SBMC should be allowed to partake in budget planning in the secondary schools in Enugu State in order to effectively manage the school resources