| 1 |
Author(s):
Ohiare-Udebu Maryanne Fatima (Ph.D.), Chukwuemeka Emeka Joshua (Ph.D.).
Page No : 1-10
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Roles of Infrastructure and ICT Facilities in Enhancing Curriculum Implementation in Nigerian Tertiary Institutions.
Abstract
This paper explored the role of infrastructure facilities in enhancing curriculum implementation in Nigerian tertiary institutions. The paper used secondary data, sourced from print and online publications. The study highlights that infrastructure facilities, including physical and technological resources, is crucial for the effective delivery of curricula. Key findings indicate that well-developed infrastructure significantly enhances teaching, learning, and administrative processes, thereby promoting successful curriculum implementation. The paper emphasizes the growing importance of modern facilities such as ICT resources, which are integral to advancing education in the 21st century. In light of these findings, it is recommended that the government prioritize the provision of adequate and modern infrastructure across all tertiary institutions. Additionally, tertiary institution management should adopt public-private partnerships to foster infrastructure development, and private organizations should contribute to the enhancement of facilities in Nigerian higher education. Further studies should conduct empirical research on the impact of infrastructure facilities and ICT resources on curriculum implementation in tertiary institutions.
| 2 |
Author(s):
Victor Umaru.
Page No : 11-27
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A Case for Grassroots Theological Education (GTE) in Moral Development from Daniel 1 for the Nigerian Context.
Abstract
This paper discusses the critical need for Grassroots Theological Education (GTE) to promote moral development in Nigeria, focusing on the biblical narrative of Daniel 1. In Nigeria, where moral degradation and ethical challenges such as corruption, violence, and social injustice are pervasive, traditional theological education often fails to address these issues effectively at the grassroots level. The problem lies in the gap between formal theological institutions and the moral realities societies face, particularly in rural and underserved areas. This study fills that gap by arguing for implementing GTE, which is community-based, accessible, and contextually relevant for moral formation in Nigerian society. The paper examines the current state of theological education in Nigeria and its shortcomings in addressing moral development. It analyses the narrative of Daniel 1 to draw insights into moral integrity and propose a grassroots model of theological education that can better address Nigeria’s moral challenges. Through an analytical approach, the study employs textual analysis of Daniel 1 and a review of secondary sources on theological education and moral development in Nigeria. The findings reveal that Daniel’s moral courage in the face of cultural and political pressures offers valuable lessons for Nigerian youths and parents struggling with similar ethical dilemmas. Inspired by the narrative, GTE provides practical lessons for moral formation by engaging societies at their level of understanding and need. The paper recommends the establishment of locally-driven theological education that integrates biblical teaching with real-life moral challenges, focusing on practical ethics, leadership, and the promotion of integrity from a young age.
| 3 |
Author(s):
Oyenuga Michael Oyedele, Apata Stella Bolanle, Sulaiman Musa Mohammmed.
Page No : 28-42
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Pre-Service Teachers’ Perceptions and Utilisation of ChatGPT in Higher Institutions using UTAUT Theory: Evidence from an Emerging Economy.
Abstract
ChatGPT is a highly important supplementary tool for students, particularly in terms of providing linguistic support, clarifying ideas, and quickly retrieving materials. However, concerns about data security, privacy, and excessive dependence on technology have emerged. This study aims to investigate the perceptions and utilization of ChatGPT among prospective instructors in Nigerian colleges. Understanding the emotions and behaviours of pre-service teachers towards ChatGPT is crucial as this technology becomes increasingly common in the education system. In this study, a descriptive research technique utilizing questionnaires was employed to gather data from a representative sample of pre-service teachers from Nigeria. The researchers employed a purposive sampling technique to choose 450 pre-service teachers from two Nigerian institutions. The findings revealed a diverse spectrum of emotions expressed on ChatGPT, ranging from enthusiasm to doubt. Accessibility, response quality, and individual preferences are crucial factors that influence the perception of respondents. Usage trends indicate that pre-service teachers are including ChatGPT in their daily study routine, employing it judiciously to complement their existing course of study. Furthermore, the findings reveal that the perception of ChatGPT as a time-saving tool does not significantly influence the decision of pre-service teachers in their choice of using it. This study offers crucial insights for Nigerian educators, institutions, and policymakers on the evolving landscape of education and the need for personalized strategies to maximize the benefits of ChatGPT while minimizing its limitations. To bridge the digital gap and enhance technology adoption, it is imperative to offer digital literacy and support services.
