Journal of Association of Educational Management and Policy Practitioners
The Journal of Association of Educational Management and Policy Practitioners is a leading peer-reviewed publication dedicated to advancing research and practice in the fields of educational management and policy. It serves as a vital resource for scholars, policymakers, and practitioners, providing insightful analyses, innovative methodologies, and evidence-based studies that address the complexities of educational leadership, administration, and policy implementation. The journal fosters a multidisciplinary dialogue, promoting best practices and informed decision-making to enhance educational outcomes globally.
RETHINKING POVERTY ALLEVIATION: A CRITICAL EVALUATION OF POVERTY REDUCTION MODELS AND THEIR DEVELOPMENTAL IMPACT IN SUB-SAHARAN AFRICA
Poverty reduction in Sub-Saharan Africa (SSA) has remained uneven despite the expansion of development interventions and periods of economic growth. This study examines the effectiveness of three widely used poverty alleviation strategies social protection, digital financial inclusion, and inclusive business while considering the role of governance and infrastructure in shaping outcomes. Using a mixed-methods approach, the analysis combines secondary data from regional datasets with insights from existing empirical literature. The findings indicate that social protection programmes, particularly cash transfers, play a critical role in reducing short-term vulnerability and stabilizing household consumption. However, their long-term impact is limited when not linked to broader economic opportunities. Digital financial inclusion has expanded significantly and improves resilience by enhancing access to financial services, though its benefits remain uneven due to gaps in infrastructure and digital access. Inclusive business models are associated with higher income opportunities, but tend to favor individuals who are already partially integrated into markets, leaving the most vulnerable groups behind. A key insight from the study is that governance quality and infrastructure consistently influence the effectiveness of all three approaches. Where institutional capacity and basic infrastructure are stronger, combined interventions produce more sustained outcomes. The study therefore argues for a more integrated, system-based approach to poverty alleviation one that aligns social protection, financial access, and market participation within supportive institutional environments to achieve more inclusive and lasting development outcomes in SSA.
Poverty alleviation, Sub-Saharan Africa, social protection, digital financial inclusion, inclusive business, governance, infrastructure, multidimensional poverty, development policy, economic inclusion
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EDUCATIONAL MANAGEMENT INFORMATION SYSTEM AND ARTIFICIAL INTELLIGENCE AS PREDICTORS OF TEACHERS’ JOB EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA
The integration of digital technologies into educational administration has become a fundamental component of modern school management systems across the world. Among the most significant technological innovations influencing school administration and teaching effectiveness are Educational Management Information Systems (EMIS) and Artificial Intelligence (AI). This study investigated Educational Management Information System and Artificial Intelligence as predictors of teachers’ job effectiveness in public secondary schools in Anambra State, Nigeria. The study adopted a correlational research design. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. The population of the study comprised 8,187 teachers in the 269 public secondary schools in Anambra State. A sample size of 819 teachers was drawn using multi-stage sampling procedure. Data were collected using two structured instruments titled Educational Management Information System and Artificial Intelligence Questionnaire (EMISAIQ) and Teachers’ Job Effectiveness Scale (TJES). The instruments were validated by experts in Educational Management and Measurement and Evaluation. Reliability of the instruments was established using Cronbach Alpha method which yielded coefficients of 0.86 and 0.88 respectively, indicating high reliability. Data collected were analyzed using Pearson Product Moment Correlation and Multiple Regression analysis. The findings revealed that Educational Management Information System significantly predicted teachers’ job effectiveness in public secondary schools. Artificial Intelligence was also found to significantly predict teachers’ job effectiveness. Furthermore, the joint prediction of EMIS and AI on teachers’ job effectiveness was significant, indicating that technological management tools play an important role in enhancing teachers’ instructional delivery, classroom management, and professional productivity. Based on the findings, it was recommended among others that government should strengthen the deployment of EMIS platforms in public schools and provide adequate training for teachers and administrators on the effective use of Artificial Intelligence tools for teaching and school management.
Educational Management Information System, Artificial Intelligence, Teachers’ Job Effectiveness, School Administration, Secondary Education.
YOUTH UNEMPLOYMENT AND CRIME: A CASE STUDY OF ENUGU STATE URBAN COMMUNITIES.
Youth unemployment has been identified as a critical factor influencing criminal activities in urban areas. Unemployment remains a critical issue globally, particularly in developing regions where economic opportunities are scarce. This study investigates the relationship between youth unemployment and crime in the urban communities of Enugu State, Nigeria. Utilizing a mixed-methods approach, including surveys, interviews, and statistical analysis, the research examines the socio-economic conditions that foster criminal behavior among unemployed youth. Findings reveal a significant correlation between high unemployment rates and the prevalence of crimes such as theft, drug abuse, and armed robbery. Recommendations are provided to address youth unemployment through targeted policies, skill acquisition programs, and social interventions to reduce crime rates.
Youth unemployment, crime, Enugu State, urban communities, economic deprivation, social exclusion, policy interventions.
Copyright (c) 2025 Journal of Association of Educational Management and Policy Practitioners https://creativecommons.org/licenses/by-nc-nd/4.0
THE IMPACT OF ARTIFICIAL INTELLIGENCE ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA
Artificial Intelligence (AI) has increasingly permeated the educational landscape globally, offering new pathways to personalize learning, increase engagement, and optimize educational outcomes. This study explored the impact of AI-driven tools and systems on students’ academic performance in public secondary schools across Anambra State, Nigeria. As the world shifts towards a digital and knowledge-driven society, integrating AI into the educational process presents both transformative opportunities and challenges, particularly in developing contexts where infrastructure and digital literacy vary widely. The study adopted a qualitative research design to gain in-depth insights from key educational stakeholders, including school administrators, teachers, ICT coordinators, and students across urban and rural public secondary schools. Using a population of 146,635 students and a purposive sample of 820 participants, the study employed in-depth interviews, focus group discussions, and document analysis to gather rich, context-specific data. The findings reveal that while AI applications such as intelligent tutoring systems, automated grading, adaptive learning platforms, and AI-assisted administrative tools are being piloted in some schools, the level of integration remains minimal and uneven due to issues such as inadequate funding, poor digital infrastructure, teacher resistance, and lack of training. Notably, where AI tools were in use, there was observable improvement in students’ comprehension, retention, and critical thinking abilities. Teachers reported that AI-enabled learning platforms helped personalize lessons and assessments, enabling them to identify learning gaps early and respond more effectively. Students also expressed increased motivation and engagement with interactive and gamified AI tools. However, disparities in access between urban and rural schools remain a significant barrier, with urban schools having more opportunities to benefit from such technological innovations. The study concludes that while AI has the potential to significantly enhance academic performance in public secondary schools, its successful implementation in Anambra State requires a systemic approach. This includes strategic government investment in infrastructure, teacher professional development, policy formulation, and community sensitization. Furthermore, ethical considerations, such as data privacy and algorithmic bias, must be addressed as part of the broader digital transformation agenda. The paper recommends the development of a state-wide AI in Education (AIED) framework to ensure equitable access, standardization, and sustainability of AI-driven educational innovations. These findings have practical implications for policymakers, education administrators, and technology developers interested in leveraging AI to boost student performance and close learning gaps in Nigeria and similar contexts.
Artificial Intelligence, Student Performance, Public Secondary Schools, Anambra State, Qualitative Research, Educational Technology, AI Tools, Nigeria
Copyright (c) 2025 Copyright (c) Journal of Association of Educational Management and Policy Practitioners https://creativecommons.org/licenses/by-nc-nd/4.0
ADMINISTRATORS SUPERVISORY ROLE ON QUALITY SERVICE IN SECONDARY SCHOOLS DELIVERY IN IKOM EDUCATION ZONE OF CROSS RIVER STATE, NIGERIA
This study investigates the influence of administrators ' supervisory role on quality secondary schools delivery in Ikom Education Zone of Cross River State, Nigeria. Chie research question was formulated to achieve the purpose of the study. Literature review was carried out based on the variable of the study. research design adopted for the study was survey research design. The area of the study was Ikom Education Zone in Cross River State, Nigeria. The population Of the study was 3752 teachers in Education Zone in Cross River State. Random and purposive sampling techniques were adoptedfor the study. The instrument used for data collection is "Administrators Supervisory Role on Quality Service Secondary Schools Questlionnaire (ASRQSSSDQ). Data collected was analyzed through SPSS version 23, using One-way analysis ofvariance (ANOVA). The results of the analysis revealed that, administrators ' supervisory role significantly influence quality secondary education delivery. It Mus therefore concluded that, administrators ' role is very essential on quality service secondary schools delivery. Based on the result of the findings, it was recommended among others that, school management should develop good quality secondary schools, in to improve their delivery in Ikom Education Zone of Cross River State and administrators should careful and critical supervision of teachers note of lesson to certify the quality of learning contents given to students in class.
COVID-19 SPREAD, PREVENTION AND CURE: IMPLICATION FOR SCHOOL OPERATION AND COMMUNITY ADAPTATION
COVID-19 is a zoonotic disease, which is transferable from animal to human beings. Corona virus is highly virulent ,and its unprecedented speed of transmission from one person to another resulted to the rapid spread globally, thus causing the pandemic. Covid-19 pandemic impacted almost all facets of human endeavor, disrupted normalcy in both education and economic sectors, causing so much pain and stress to vulnerable individuals ,groups and systems. Some of the experiences in these notable sectors are discussed in this paper. One fact that is clear to educationists , economists, psychologists and among other stakeholders, is that there is always an aftermath of a disastrous event which could cause obvious shifts in many systems. It could be negative or positive. In the case of COVID-19, the devastation was unprecedented. Its negative impact left both physical and emotional injuries that need to be healed. Through desk research and researchers experience, this paper was written. However, the focus of this paper is to present the disruption in the educational sector as it affected school operations. The paper highlighted how the impact on the economic sectors influenced the shifts in the education system operations. The paper also explores some of the sustainable recovery strategies galvanized by some stakeholders to help countries and people mitigate the negative spillover effects of the covid-19 pandemic events on society.
COVID-19 pandemic, School operations, education and economic sectors, individuals and communities.
LECTURERS’ DIGITAL LITERACY SKILLS AND APPLICATION OF ARTIFICIAL INTELLIGENCE AS PREDICTORS OF ONLINE LEARNING OUTCOMES AMONG UNDERGRADUATES IN FEDERAL UNIVERSITIES IN SOUTH-EAST, NIGERIA
This study investigated lecturers’ digital literacy skills and application of artificial intelligence as predictors of online learning outcomes among undergraduates in federal universities in South-East, Nigeria. Three specific purposes; three research questions, and three hypotheses guided the study. Correlational research design was adopted for the study. The population of the study comprised all the 4,240 teaching staff (2,778 in Nnamdi Azikiwe University, Awka; UNIZIK and 1,462 in Alex Ekwueme Federal University, Ndufu- Alike, Ikwo; AE-FUNAI). The sample size for the study was 424 teaching staff drawn through multi-stage sampling procedure. Structured instruments “Lecturers’ Digital Literacy Skills Scale (PDLSS) developed by the researchers; Artificial Intelligence in Education Questionnaire (AIEQ) developed by Jane Smith in 2022; and Online Learning Outcomes Rating Scale (OLORS) developed by the researchers” were used for data collection. The instruments were face validated by three experts in Faculty of Education; two lecturers in Educational Management and Policy and one lecturer in Measurement and Evaluation Unit, Department of Educational Foundations Nnamdi Azikiwe University, Awka. Internal consistencies co-efficient of 0.86, 0.91, and 0.83 were obtained for PDLSS, AIEQ, and OLORS respectively using Cronbach Alpha statistical method. The researchers administered the instrument to the respondents with the help of six research assistants. Out of the 424 copies of the instruments administered, 407 copies (95.99%) were retrieved duly completed, and used for data analysis. Simple linear regression statistics and multiple linear regressions were used for data analysis. The multiple linear regressions were used to determine the joint predictive value of the independent variables and the dependent variable of the study. The p-value was used to determine the significance of the prediction for all hypotheses. All analyses were carried out using Statistical Package for Social Science (SPSS) Version 25. The study findings revealed that lecturers' digital skills is a very strong and significant predictor of online learning outcomes among undergraduates in federal universities in South-East Nigeria. The findings also revealed that lecturers' digital skills are very strong and significant predictor of online learning outcomes among undergraduates in federal universities in South-East Nigeria. Furthermore, the findings revealed that artificial intelligence is a very strong and significant predictor of online learning outcomes among undergraduates in federal universities in South-East Nigeria with (R = 0.836; predictive value of 0.639 [63.9%]); and F(1/407) = 463.719; & p-value of 0.001). Thus, it was concluded that lecturers' digital skills and the integration of artificial intelligence are critical factors in predicting online learning outcomes among undergraduates in federal universities in South-East, Nigeria. Based on the findings, the study recommended among others that concluded that lecturers' digital skills and the integration of artificial intelligence are critical factors in predicting online learning outcomes among undergraduates in federal universities in South-East, Nigeria. Lecturers should engage in ongoing training and professional development programs focused on enhancing digital skills and the effective integration of artificial intelligence tools in teaching.
Lecturers’ Digital Literacy Skills; Artificial Intelligence; Online Learning Outcomes Undergraduates; Federal Universities.
EMERGENCY RESPONSE SYSTEMS IN DIGITIZED SCHOOLS IN NIGERIA: INNOVATIONS AND BEST PRACTICES
In an era where digital technologies are transforming educational landscapes, ensuring the safety and security of students and staff in Nigerian schools has become increasingly critical. This paper explores innovations and best practices in emergency response systems within digitized schools in Nigeria, covering the integration of real-time communication tools, automated alert systems, and digital evacuation plans, and highlighting successful case studies and their impact on school security. The paper was anchored on Fred Davis’ Technology Acceptance Model (TAM) and supported by the Diffusion of Innovations Theory. The study also examines best practices for implementing these systems, including stakeholder involvement, regular training, and policy frameworks, while addressing challenges such as financial constraints, inadequate technological infrastructure, resistance to change, lack of training, and difficulties in system integration. By providing a comprehensive literature review and analysis, the paper offers strategic recommendations for overcoming these barriers, urging school administrators and stakeholders to secure additional funding through government grants, philanthropic contributions, and public-private partnerships, as well as to prioritize upgrading IT infrastructure and ensuring effective integration of new technologies. This study contributes valuable insights to the growing body of knowledge on school safety in the digital age, proposing practical solutions to enhance security and create a safe learning environment for all students.
Emergency Response Systems, Digitalization, School Security, Innovations & Best Practices
TOWARDS INTEGRATION OF ARTIFICIAL INTELLIGENCE IN MANAGING PRIMARY EDUCATION IN NIGERIA
Primary education in Nigeria is a level of education that is required for children within the age of 6-12 years. It is the first official education level in Nigeria. Its management is a crucial task and not an easy one, since it requires the manager (head teacher) to be in charge of various administrative duties in the school, and also properly trained. These administrative duties are among supervision, curriculum evaluation, maintenance of conducive learning environment, bursary work, attendance to paper work, visitors and maintenance of good school community relationship, among others. The management of primary education in Nigeria has become a huge labour in the hands of the school managers, as a result of lack of innovation in the administrative practices. The paper examines the concepts of primary education and Artificial Intelligence, current situation in the management of primary education before the introduction of Artificial Intelligence, the integration of Artificial Intelligence in the management of primary education in Nigerian education system, challenges facing the integration of Artificial Intelligence in the management of primary education. It also provides recommendations which emphasize the roles of Nigerian government in ensuring that Artificial Intelligence, brings an enhanced and technologically advanced education that empowers both the managers and the students.
Education, Primary School, Management &Artificial Intelligence.
ARTIFICIAL INTELLIGENCE AND EDUCATIONAL MANAGEMENT INFORMATION SYSTEM IN NIGERIA: ISSUES AND WAY FORWARD
The use of emerging technologies in education and the rapid invading of Artificial Intelligence in the educational system is currently trending and managers in education are embracing the innovation. The paper x-rayed the integration of artificial intelligence by managers of education in administration, data analysis and prompt decision making. This approach creates a form of easy task administrative process and coordination of the system. The paper examines the concept of artificial intelligence, the educational management information system, impact of artificial intelligence in educational Management Information System in Nigeria and the challenges of artificial intelligence in educational management information systems. It also provides supports that emphasize the need to apply caution in the use of artificial intelligence to save the future generation from intellectual laziness.
Artificial Intelligence, Educational Management, Information System.
DATA-DRIVEN DECISION MAKING APPROACH FOR EFFECTIVE MANAGEMENT OF HIGHER EDUCATION IN NIGERIA
Data-driven decision making (DDDM) is an innovative managerial problem solving approach which has emerged as a powerful strategy in exploring data-based decision-making process for effective and quality service delivery in organizations. It is a process for deciding on a course of action based on data availability. Higher Educational system access data indigenously for many reasons which include data for, institutional planning, staff appraisal, strategy policy formation, financial record purposes, or as required by the government ministries for regulations. Management of higher education in Nigeria solely depends on the availability of data information about students, staff faculty/department, facilities, financial record, students’ academic records; and the communities that educational institutions serve. With enormous challenges facing the utilization and appropriate management of higher education, this paper explores implementation strategy of DDDM in the management of higher education, it also highlight best practical approach for management of higher education, benefits of Data-driven decision making in higher education and potential challenges in the use of data for effective decision making process. Enabling educational leaders to optimize resources, mitigate risks, and improve student learning objective. The papa reviewed literature concepts in order to x-ray the importance of full implementation of DDDM in higher education in Nigeria. The paper also outlines various challenges facing the higher education and the need for managing of fiscal/non-fiscal resources.
Data-Based Decision-Making, Educational Management Information Systems, Formative Data Assessment and Summative Data Assessment, Logic Model & Theory of Change
APPLICATION OF ARTIFICIAL INTELLIGENCE IN THE MANAGEMENT OF UNIVERSITY EDUCATION FOR THE DELIVERY OF QUALITY EDUCATION IN ANAMBRA STATE, NIGERIA
This study investigated the application of artificial intelligence in the management of university education for the delivery of quality education in Anambra State. Two research questions and two hypotheses guided the study. The study adopted a correlational survey design with a population of 807 academic staff and 21 administrative heads (Heads of Departments, Dean and Directors of Institutes) in the Faculty of Education of Nnamdi Azikiwe University, Awka, and Chukwuemeka Odumegwu Ojukwu University, Uli making a total of 828 staff in the Faculty of Education of the two universities. A sample of 171 staff was drawn from the two universities using multi-stage sampling procedure. This included 150 academic staff and 21 administrative heads. The instrument used was questionnaire titled: ‘artificial intelligence in the management of university education for the delivery of quality education Questionnaire (AIMUEDQEQ)’ developed by the researchers. The instrument was validated and the internal consistency was determined through Chrombac Alpha at 0.88. Mean and standard deviation scores were used to answer the research questions and t-test was used to test the hypotheses at 0.05 alpha significant level. The findings revealed that, the ways artificial intelligence can be applied in university education for the delivery of quality education in Anambra State include: reshaping future education practices using artificial intelligence, strengthening the cultivation of professional talents in artificial intelligence, attaching importance to ethical issues in the application of artificial intelligence in education management, stimulating teachers' high-level thinking and initiative, equipping the next generation of educational managers with leadership skills to perform their expected jobs, managing classroom activities for enhanced productivity using artificial intelligence innovations. There is no significant difference between the mean scores of administrative heads and academic staff on the ways artificial intelligence could be applied in the university education for delivery of quality education in Anambra State. Based on the findings, recommendations were made.
Artificial intelligence, management, university education, delivery of quality education
DIGITALIZING THE MANAGEMENT OF PRIMARY EDUCATION FOR EFFICIENCY IN SCHOOL ADMINISTRATION
The global community have progressively moved from analog to digital economy. The mode of operations in organizations have shifted from the use of manuals and machines to the use of digital technology. Breakthrough in digital technology have helped to provide variety of information needed in the world of work and learning, and have also helped to improve practices in medicine, engineering, communication and information technology. Digital technology have been a major source of developing new ideas, skills, and method of performing task and solving problems more effectively. The paper discusses the need to digitalize the management of primary education for efficiency in school administration. Digital technology has been embraced by both production and service oriented organizations such as Banks, manufacturing companies, churches and allied organizations. All such organizations that have embraced digital technology have experienced maximal efficiency in their goal attainments. The school system especially the primary schools must key into the utilization of digital technology in its activities for it to remain relevant and functional. The cardinal objectives in the management of primary education is to plan, organize and coordinate human and material resources towards the achievement of set goals. These roles has been simplified through the use of digital technology. The use of digital technology in the management of primary education as advocated in this paper has the benefit of quick data processing in the areas of record keeping such as students records, staff records, financial records, and facilities records as well as instructional delivery records etc.The paper concludes that primary school administrators need to be conversant with digital knowledge to be able to key into global thinking in management practices. It is suggested among others that school administrators be trained and retrained to fit into their role in a technology driven global economy so as to remain functional and effective in fostering a more efficient and effective learning environment in primary education.
Management, Primary education, School administrator, Digitization, Digital technology
PRINCIPALS DIGITALIZATION OF SCHOOL RECORD FOR EFFECTIVE ADMINISTRATION IN PUBLIC SENIOR SECONDARY SCHOOL IN PORT HARCOURT METROPOLIS, RIVERS STATE
The study examined Principal’s digitalization of school record for effective administration in public senior secondary schools in rivers state. Two objectives, two research question and two hypotheses were used for the study. The study adopted descriptive survey research design. The population of the study is 105 principals (68 males and 37 female) in 35 public senior secondary schools in Port Harcourt Metropolis which consist of Port Harcourt and Obio/Akpor Local Government Areas in Rivers State. Three (3) principal which include the main-principal, vice-academic and vice-administration principals were selected from each secondary schools in Port Harcourt Metropolis. The census sampling technique was used, which ensured that every member of the population participated in the study. The instrument was a self-structured questionnaire titled, Principals Digitalization of School Records for Effective Administration Questionnaire, validated by experts in Departments of Measurement and Evaluation and Educational Management. Cronbach Alpha was used to establish the reliability of each cluster of the instrument which gave reliability indexes of 0.81 and 0.83. Mean and standard deviation were used to answer the research question, while the hypotheses were tested using the z-test statistical tool at 0.05 level of significance. Result showed that computer and cloud storage are the main digital in school record for effective administration in public senior secondary schools in Rivers State. Base on the findings of the study it was recommended among others that teachers should be trained by school principals on how to use cloud storage for data accessibility and mobility from any location in the world.
Digitalization of School Record, Computer, Cloud Storage, and Principal.
CONDITIONS OF SERVICE AND ACADEMIC STAFF JOB PERFORMANCE IN COLLEGES OF EDUCATION IN BORNO AND YOBE STATES, NIGERIA
The study examined relationship between conditions of service and academic staff job performance in colleges of education in Borno and Yobe States, Nigeria. The objectives of the study were to determine relationship between academic staff development programmes, payment of salary, promotion, and allowance benefits as correlate with academic staff job performance in colleges of education in Borno and Yobe States, Nigeria. Four null hypotheses were tested at 0.05 level of significance. Correlational research design was adopted for the study. Simple random sampling technique was used to select a sample of 154 out of the population of 770 academic staff. Self-structured questionnaire was used for data collection. The questionnaire was validated and pilot tested by experts in the field of Educational Administration and Planning. The reliability and validity indices yielded a coefficient of 0.89. and 82. Pearson Product Moment Correlation Coefficient (r) was used for data analysis. The findings of the study revealed that there is significant relationship between academic staff development programmes, payment of salary, promotion and allowance benefits as correlate with academic staff job performance in colleges of education in Borno and Yobe States, Nigeria. Based on the findings of this study, it was recommended that Authorities in Colleges of Education in collaboration with State governments should create enabling environment like provision of training fund for academic staff for attending training and development programmes regularly, so as to keep them up to date and abreast with modern way of delivery of education. Governments should provide good salary package as well as promotions and implementation of monetary benefits as at when due to stimulate and entice academic staff toward attainment of the goals of education in colleges of education. Authorities should consider the provision of allowances as a key factor of motivating academic Staff in the colleges of education.
NAVIGATING THE DIGITAL TRANSFORMATION IN EDUCATIONAL PERSONNEL MANAGEMENT: CHALLENGES, OPPORTUNITIES, AND BEST PRACTICES
This study explores the integration of digital platforms into educational personnel management systems, identifying the challenges, opportunities, and best practices essential for successful implementation. Using a qualitative methodology, data was collected through semi-structured interviews with nine participants, including school administrators, teachers, and support staff from various educational institutions. The findings reveal four primary challenges: technological barriers, resistance to change, varying levels of digital literacy, and data security and privacy concerns. These challenges align with existing literature on technology adoption and change management in educational settings. Conversely, the study highlights significant opportunities offered by digital platforms, such as increased efficiency and automation of administrative processes, data-driven decision-making capabilities, enhanced communication and collaboration among staff, and robust support for continuous professional development. These opportunities underscore the transformative potential of digital tools in optimizing personnel management processes and fostering a more cohesive and engaged workforce. The study also identifies best practices for successful implementation, including strategic planning and stakeholder engagement, comprehensive training and ongoing support, robust data security measures, and continuous monitoring and improvement. These practices are crucial for navigating the complexities of digital integration and ensuring the effective utilization of digital platforms.
Digital Platforms, Educational Personnel Management, Technological Integration.
IMPACT OF DIGITIZATION ON SECURITY MANAGEMENT IN PUBLIC SECONDARY SCHOOLS IN KATSINA-ALA LOCAL GOVERNMENT AREA OF BENUE STATE, NIGERIA
This study investigated impact of digitization on security management in Katsina-Ala Local Government Area of Benue State, Nigeria. Two research questions guided the study and two hypotheses were tested for study. The study adopted ex post facto survey research designed. The population of the study was all the 560 teachers from 22 public secondary schools in Katsina Local Government Area Benue State, Nigeria. A sample of 203 teachers was randomly selected using purposive random sampling technique. The instrument for data collection was researchers’ structured questionnaires titled “Digitization and Security Management Questionnaire (DSMQ). The instrument was validated by three experts, two experts in Educational Management and one expert in Science and Mathematics Education all in Faculty of Education Benue State University Makurdi Nigeria. The questionnaire was trial tested on 30 teachers in two public secondary schools who were part of the population but not part of sampled population. The Cronbach Alpha was used to determine the reliability of the instruments and the result yielded reliability coefficient of 0.89. This showed that the instrument was reliable enough to achieve its purpose. A four-point likert-scale was used to establish the disparity in the respondents’ opinions with a response mode of Strongly Agree (SA)=4; Agree (A)=3; Disagree (D)=2 and Strongly Disagree (SD)=1. The data collected were analyzed using Mean Scores and Standard to answer research questions. Chi-square goodness of fit was used to test hypotheses at 0.05 level of significance. The findings of the study showed that surveillance cameras and weapon detectors have significant impact on security management in public secondary schools in Katsina-Ala Local Government Area of Benue State, Nigeria. It was recommended that management of public secondary schools should intensify integration digitization for security management through the use of surveillance cameras such as emergency surveillance cameras, simple video cameras, high-definition cameras and that they should also use hand-held concealed weapon detectors, pop-up shelters, protective covers and operational test pieces so as to achieve high security management towards the realization of school goals and objectives.
Digitization, security management, surveillance cameras, weapon detectors
DIFFICULTIES ENCOUNTERED IN ACADEMIC RESEARCH USING ARTIFICIAL INTELLIGENCE BY STUDENTS OF EDUCATIONAL MANAGEMENT IN RIVERS STATE UNIVERSITY
The main purpose of the study is to investigate the difficulties encountered in academic research using artificial intelligence by students of Educational Management in Rivers State University. The study was guided by three specific objectives and three research questions. The research employed a mixed-method design, integrating both quantitative and qualitative approaches within a single study to leverage the strengths of each method and compensate for their respective weaknesses. the study purposively sampled 71 participants comprising 20 lecturers, 22 postgraduate and 29 undergraduates students, as research sample from lecturers, final year undergraduate students and postgraduate students carrying out seminar, project, dissertation and thesis for the 2020/2021 and 2021/2022 academic sessions. Both qualitative and quantitative data were collected through questionnaire and students’ research reports respectively. The questionnaire used for quantitative data was faced validated and with internal consistency reliability coefficients of 0.71, 0.73 and 0.81respectively for the three components. This was obtained through Cronbach Alpha. Quantitative data was analysed using mean and statrdard deviation while qualitative data was analysed using document analysis. The findings of the study revealed that undergraduate and postgraduate students had varying degrees of difficulties in different aspects of research activities including framing research problem, planning the research as well as conducting the research. It was therefore recommended that, to make the training more engaging, faculty should re-evaluate the instructional delivery strategy using AI in courses like Research Methodology and Research Statistics to incorporate active learning techniques
Difficulties, Academic Research, Artificial Intelligence, Educational Management
CHALLENGES IN ARTIFICIAL INTELLIGENCE UTILIZATION FOR JOB MANAGEMENT EFFICIENCY AMONG ACADEMIC STAFF IN COLLEGES OF EDUCATION IN ANAMBRA STATE
The inefficiency of many colleges of education (COEs) academic staff towards execution of their job responsibilities in the current digitalized society, thereby, causing low achievement of instructional objectives, led the researchers to conduct this study. The present study sought to examine the challenges to academic staff utilization of artificial intelligence (AI) for improved job management efficiency in colleges of education (COEs) in Anambra State. Four research questions guided the study. A descriptive survey research design was employed in the study. Population of the study comprised 699 academic staff of two COEs in Anambra State. Sample for the study constituted 350 academic staff of these two COEs in Anambra State selected at 50% using the simple random sampling technique. A 33-item questionnaire developed by the researchers was used for data collection. Validation of the research instrument was done by three expects from the Department of Educational Foundations, Faculty of Education, Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus. Reliability of questionnaire was established through a pilot-test carried out on a single administration of the instrument to a sample of 25 academic staff of two COEs in Enugu which was not part of the study. Scores obtained after the pilot test were collated and measured using Cronbach Alpha method which gave internal coefficient consistency of 0.88, 0.89, 0,83 and 0.77 for the four clusters respectively, which added up to give an overall coefficient of internal consistency of 0.84, showing that the questionnaire was reliable and trustworthy. Data collated were analyzed using mean statistics rated at 2.50 and standard deviation statistics. Findings of the study revealed among others that challenges such as financial constraints, inexperience in using AI technology, lack of constant involvement in training and retraining AI programmes, time constraints, academic staff workloads and so on, obstructed academic staff utilization of artificial intelligence (AI) for improved job management efficiency in colleges of education (COEs) in Anambra State. It was found out that academic staff holds positive perceptions regarding the potential benefits of AI technology for their improved job management efficiency in COEs in Anambra State. Based on the findings, the study recommended among others that both the Federal and Anambra State government should allocate adequate financial resources and establish funding mechanisms that supports ongoing staff training likewise, the acquisition, mobilization, maintenance, upgrades and accessibility of AI technologies and infrastructure, in order to alleviate financial constraints and ensure sustained integration of AI for improved job management efficiency in the COEs
Challenges, Academic staff, Utilization, Artificial Intelligence (AI), Job, Management, Efficiency
COMPARATIVE EFFICACY OF TWO COUNSELLING STRATEGIES IN THE MANAGEMENT OF ADOLESCENTS’ INCLINED TO DRUG ABUSE IN BENIN METROPOLIS, NIGERIA
This study examined the comparative efficacy of two counselling strategies in the management of adolescents’ inclined to drug abuse in Benin Metropolis, Nigeria. Two hypotheses were tested in the study. The study employed a pretest, post-test and control group randomized design. 500 senior secondary school students were sampled from the entire population of 2,496 senior secondary school students in Benin Land of Edo State. A questionnaire titled: Drug Use Questionnaire (DUQ) was used. Research question one was analysed using simple frequency counts, simple percentages, mean and standard deviations and Analysis of Variance (ANOVA) was used to test the hypotheses. The findings revealed that adolescents in Benin Metropolis was inclined to abuse drugs; there was difference between the two counselling strategies of Cognitive Behaviour Therapy and Motivational Enhancement Therapy and the Control Group in the management of adolescents inclined to drug abuse in Benin Metropolis and there was no significant difference between male and female adolescents using the two counselling strategies of CBT and MET in Benin Metropolis of Edo State, this clearly indicated that both treatments were not sex biased. Based on the findings of the study, the researchers recommends among others that counsellors posted to schools should be allowed to practice full time counselling so as to have more time for the students and carry out practical training skills on drug use and abuse on regular basis.
TEACHER TECHNOLOGY UTILIZATION AND SERVICE DELIVERY IN SECONDARY SCHOOLS IN RIVERS STATE
The study examined teacher technology utilization practices and service delivery in secondary schools in Rivers State. The design of the study was descriptive. The population was the8,142 teachers in public senior secondary schools in Rivers State. A sample of 382teachersselected for the study using simple random sampling technique. The instrument used for data collection was a validated questionnaire that yielded reliability co-efficient of 0.82, using test re-test method. Data generated with the instrument were analysed using mean, standard deviation and z-test at 0.05 significance level. Findings of this study showed that technology utilization level of teachers in secondary schools is low. Urban teachers had a significantly higher levels of technology utilization compared to their rural counterparts. The study revealed the challenges to technology utilization among teachers as thus: lack of access to up-to-date technology resources; insufficient training and professional development opportunities for teachers; limited internet connectivity in schools; teachers’ resistance to change; financial constraints and limited integration of technology into the curriculum. The study recommended that government should provide secondary schools, especially those in rural areas, with access to up-to-date technology resources such as computers, interactive whiteboards, educational software, and internet connectivity. This can be achieved through government initiatives, partnerships with technology companies, and educational grants. The study also recommended that the Ministry of Education should encourage the integration of technology into the curriculum and teaching practices across subjects and grade levels.
eacher Technology, Utilization, Practices, Service Delivery, Secondary Schools, Rivers State.
DIGITALIZATION OF ADMINISTRATIVE PROCESSES FOR STUDENTS’ ACADEMIC PERFORMANCE IN UNIVERSITIES IN NIGERIA
Administrative processes is an important key to achieving academic success and improving students’ performance. For any university to achieve her academic goals, her administrative processes must be very effective and digitalized. The digitalization of administrative processes in universities has to be transformed, the styles institutions manages and coordinates their student data must be improved, their means of communication has to changed, and their service delivery drastically improved if there has to be improvement on the student academic performance. It is on this view that the paper addressed the digitalization of administrative processes for improving students’ academic performance in universities in Nigeria. In course of this study, the researcher attempted to explain the concept of digitalization, administrative processes, an insight into numerous impact of digitalized administrative processes on students’ academic performance, looking at the relationship between digitalization and academic performance, challenges confronting digitalization and administrative processes in universities in Nigeria, the current state of digitalization in administrative processes in universities in Nigeria, analyze the effects of digitalization on student academic performance, identify best practices and challenges in implementing digitalized administrative processes and made recommendations for further studies. The researcher further looked at the overview of academic performance, the factors inhibiting academic performance, Measures of academic performance, measures to improve academic performance of students and suggested innovative administrative processes of improving academic performance.It finally identified lack of implementation of available administrative processes and non-availability of digitalized processes among others as some of the challenges and recommended among others that university management should ensure that the administrators and educators should leverage digitalization and improve student outcome
ANALYZING THE PROBLEMS OF SECONDARY SCHOOL EFFECTIVENESS:DO THEY HAVE ASSOCIATIONS WITH THE DIGITAL LEADERSHIP SKILLS OF PRINCIPALS?
The success of secondary education is critical to the development of success of society as itprepares youths for useful living and higher education. However, much emphasis has been placed on the narrow aspects of the effectiveness of secondary schools. The present study attempted to fill this gap by studying all the dimensions of secondary school effectiveness relationship between private ownership of schools and secondary school effectiveness and ascertaining the linkage with the digital leadership skills of principals. The descriptive survey research design was adopted for this study. The population of the study comprised all 294 public secondary schools in the three Education Zones in Cross River State. Stratified sampling was applied to select 150 public secondary schools as the sample for this study. A self-structured questionnaire titled “Digital Leadership Skills and Secondary School Effectiveness Questionnaire (DLSSSEQ) was used as the instrument for data collection. The questionnaire was validated by experts in Educational Management and Measurement and Evaluation at the University of Calabar. Reliability was determined using the Cronbach alpha approach for internal consistency. Descriptive statistics was used to answer the research questions while Repeated measures Multiple Linear Regression analysis was used to test the hypothesis at a .05 level of significance. Results indicate that the extent of secondary school effectiveness in Cross River State islow. It was apparent from the result that principals in the State do not have adequate digital leadership skills. The analysis further indicated that digital leadership skills contribute significantly to secondary effectiveness in Cross River State. The study has practical implications for the Ministry of Education to develop principals on digital leadership skills. This will help them to maintain the effectiveness secondary schools in the State.
Effectiveness, school effectiveness, digital leadership, secondary education, dimensions of school effectiveness, digital leadership skills
MARKETING MIX AND STUDENTS’ ENROLMENT IN PRIVATE SECONDARY SCHOOLS IN ANAMBRA STATE IN THE ERA OF DIGITAL ECONOMY
Education consumers in the society today belong to a generation that is active on social media hence there is the need for schools to stamp their presence on social media. In view of this, the studyinvestigated marketing mix and students’ enrolment in private secondary schools in Nnewi Education Zone, Anambra State in the era of digital economy. The study adopted a descriptive survey design. Three research questions were raised to guide the study. The study population was five hundred and twenty-four (524) school administrators in 524 private secondary schools in Anambra state. Purposive sampling was used to draw a sample of eighty- six (86) administrators for Nnewi Education Zone. Data were collected using a 24-item research questionnaire titled “Marketing Mix and Students’ Enrolment Questionnaire” (MMSEQ). The collected data were analyzed using SPSS. Mean and standard deviation were used to answer research questions. The results revealed that there are various marketing mix elements meant for service industries like secondary school which when properly applied will help to boost enrolment in private secondary schools within the zone. This will in turn lead to greater survival of the schools. It also indicated that the extent private secondary school administrators adopt these marketing practices to enhance their survival is significantly low in most of the studied school. Based on the findings, it was concluded that secondary schools should adopt marketing mix to ensure their survival of the organization. The study recommended that these private secondary school should adopt marketing mix that are suitable to their needs and possibly subsume them into the existing management practices as modern means of communicating values of the school to the public.
marketing mix, enrolment, private secondary school, digital economy.
MANAGING DIGITAL LEARNING ENVIRONMENT FOR STUDENTS WITH SPECIAL NEEDS IN PUBLIC SCHOOLS IN RIVERS STATE NIGERIA
This paper investigated managing the digital learning environment for students with special needs in public schools in Rivers State, Nigeria. Students with special needs typically include individuals with physical disabilities such as mobility impairments or sensory impairments like blindness or deafness. Additionally, there are those with learning special needs, such as dyslexia or dyscalculia, which impact their ability to acquire, process, or express information effectively. School administrators must embrace a holistic approach to managing the digital learning environment for students with special needs by integrating these innovative strategies: universal design for learning (UDL), leveraging accessible technology and tools, individualised learning plans (ILPs), professional development of teachers, engaging parents and caregivers, and adopting culturally responsive practices. The researchers identified various policy frameworks for managing digital learning environments for students with special needs in secondary schools that will ensure that these environments are inclusive, accessible, and effective in meeting the diverse needs of all students. The study concluded that managing digital learning environments for students with special needs in Rivers State's public schools is both important and challenging. These digital tools can greatly help students with special needs by offering personalised and flexible learning options. However, there are many obstacles to overcome, such as a lack of proper equipment, limited internet access, and not enough trained teachers. The paper suggested, among others, that the government should ensure the availability of a range of assistive technologies and digital learning tools that cater to various disabilities.
Digital Learning Environment, Students with Special Needs, Universal Design for Learning (UDL), EngagingParents and Caregivers andAdoptingCulturally Responsive Practices
MANAGING CHALLENGES MILITATING AGAINST EFFECTIVE PROMOTION OF TECHNICAL AND VOCATIONAL EDUCATION THROUGH EMERGING TECHNOLOGIES AND INNOVATIONS
Technology and science play a key role in sustaining societies and many nations have adopted various strategies of promoting sustainable development. Global concerns in promoting sustainable development has insinuated the need to take advantage of resources available within our environments for the betterment of the society. Challenged by high cost of living, youth unemploymentand poverty in Nigeria, this Paper titled “Management of Challenges Militating Against Effective Promotion of Technical and Vocational Education Through Emerging Technologies And Innovations”. Focuses on the managementof challenges to adopt in providing an enabling environment for Technical and Vocational Education as instrument for exploiting the nation’sendowed rich cultural and economic environments. The paper presupposes that the constraints confronting the adoption and implementation of technical and vocational education in Nigerian schools’ curriculum are likely to undermine the government’s intentions to empower the citizenry and the nation. To provide citizenry with necessary tools for survival and contribution to the development of the nation,the paper interrogatesthe relevance of technical and vocational educationby identifying some constraints and challenges such as poor opportunities for technical and vocational skills, counselling of students and support for personal development, inadequate facilities and poor management of funds and resources, as factors militating against successful implementation of TVE. The paper further recommends the need toinvest more on technical, vocational and entrepreneurship education, provide enabling environments for technological development, skill acquisition and promotion of indigenous technology,exploit indigenous technology for sustainability and job creation, providing support and improving counselling services, creating more entrepreneurship centres and incubators toencourage youths to embrace their passionsand brush their skills towards improving their personal growth and attaining the nation’s desire for technological growth.
Technical and vocational education, managing innovations, challenges, emerging technologies
DIGITALIZATION AND CULTURAL INTELLIGENCE FOR EFFECTIVE ADMINISTRATION OF EDUCATIONAL INSTITUTIONS
This paper explores the crucial role of digitalization and cultural intelligence in the effective administration of educational institutions. It delves into the definitions and importance of these concepts, their benefits and challenges, and best practices for implementation. The paper examines how digitalization can enhance school operations and curriculum, while cultural intelligence fosters a culturally inclusive and responsive environment. It also discusses the characteristics of effective administration and how digitalization and cultural intelligence can support it. Case studies illustrate the successful integration of these elements, while strategies are provided to address challenges and overcome barriers to integration. The paper highlights the importance of combining digitalization and cultural intelligence to improve administrative effectiveness, ensuring educational institutions thrive in today's digital and diverse landscape. By understanding and implementing these concepts, school administrators can enhance student success, faculty engagement, and institutional excellence. This paper serves as a valuable resource for educational leaders seeking to leverage digitalization and cultural intelligence for effective administration and institutional excellence. The paper concluded that the harmonious integration of digitalization and cultural intelligence is the key to unlocking effective administration and institutional excellence in education, enabling educational institutions to thrive in today's digital and diverse landscape. To address the barriers, it was suggested that educational institutions should establish a dedicated support team to facilitate the integration of digitalization and cultural intelligence, providing training, guidance, and technical assistance to ensure a successful and sustainable transformation.
Digitalization, Cultural Intelligence, Educational Institutions, Effective Administration
LECTURERS’ PREPAREDNESS FOR THE UTILIZATION OF ARTIFICIAL INTELLIGENCE IN TEACHING AND LEARNING PUBLIC UNIVERSITIES IN SOUTH EAST, NIGERIA
The study examined lecturers’ preparedness for the utilization of artificial intelligence in teaching and learning in public universities in South East, Nigeria. Three research questions guided the study. The study adopted the descriptive survey design. The population of the study comprised 9,420 academic staff in public universities in Anambra State. The sample comprised 471 academic staff randomly drawn from the population of the study. Instrument titled: Questionnaire on Lecturers’ Preparedness for the Utilization of Artificial Intelligence in Teaching and Learning (QLPUAITL). The instrument has 30-items comprising three clusters A, B and C structured on a four-point rating scale. The instrument was validated by three experts in education. Test on the data collected using Cronbach Alpha reliability method yielded coefficient values of 0.80, 0.72 and 0.75. Mean and standard deviation were used in analyzing the data. The mean value was used to answer the research questions while the standard deviation was used to determine the relatedness of the respondents’ mean ratings. The study revealeda low level of lecturers’ preparedness for the utilization of artificial intelligence in teaching and learning in public universities in South East, Nigeria. The study concluded that various inhibiting factors such as lectures’ concern that the use of artificial intelligence may eventually take their job and not having enough time to learn how to make use of AI to automate tasks. Based on the findings, the study recommended that to address lecturers' concerns and enhance their preparedness for utilizing artificial intelligence in teaching and learning, universities should provide comprehensive training programmes and continuous support for them.
Utilization of AI,Artificial Intelligence, AI in Universities, Teaching and Learning, Lecturers’ Preparedness
ACADEMIC STAFF PROFICIENCY IN UTILIZING ARTIFICIAL INTELLIGENCE FOR RESEARCH MANAGEMENT IN PUBLIC UNIVERSITIES IN ANAMBRA STATE: CHALLENGES AND IMPROVEMENT STRATEGIES
The poor utilization of digitalized technologiessuch as Artificial Intelligence by academic staff for research management in public universities in Anambra State, warranted the present study. The study examined academic staff proficiency in utilizing Artificial Intelligence (AI) technology for their research management in public universities in Anambra State: challenges and improvement strategies. Three research questions guided the study. A descriptive survey research design was employed in the study. Population for the study constituted a total of 2,588 academic staff (that is; 1,990 Federal-owned university & 598 State-owned university) from two public universities in Anambra State. Sample size of the study comprised518 academic staff(breakdown is; 398 Federal-owned& 120 State-owned) selected at 20% from the entire academic staff population of these two public universities using the simple random sampling technique. A 24-item researcher- developed questionnaire titled: “Academic Staff AI Proficiency for Research Management, Challenges and Improvement Strategies Questionnaire (ASAIPRMCIS)” and structured on a 4-point scale of Highly Proficient (HP), Proficient (P), Less Proficient (LP) and Not Proficient (NP); including Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) was used for data collection. The ASAIPRMCIS was face validated by three experts from the Department of Educational Management and Policy, and one Measurement and Evaluation expert from the Department of Educational Foundations, Nnamdi Azikiwe University, Awka. Reliability of the research instrument was established through a pilot-test conducted on a sample of 25 academic staff from two public universities in Enugu State. Data collated after the pilot test were measured using Cronbach Alpha statistics which gave internal consistency reliability of 0.79, 0.81 and 0.73 for the three clusters respectively; and were summed up to give an overall coefficient r-value of 0.78, indicating that the instrument was reliable. Data collated were analyzed using mean scores rated at 2.50 and standard deviation statistics. Findings of the study revealed among others that academic staff of the public universities in Anambra State were not proficient in utilizing Artificial Intelligence (AI) for their research management. It was also found out that some challenges hindered academic staff proficiency in utilizing Artificial Intelligence (AI) for their research management. From the findings, recommendations were proffered and among them included that the public universities in Anambra State through financial support from the government and National Universities Commission (NUC) should implement continuous comprehensive training programmes focused on AI applications through hands-on workshops, seminars and online resources to accommodate diverse learning preferences and schedules; specifically designed for improving academic staff proficiency in utilizing AI for their research management.
Academic staff, Artificial Intelligence (AI), Challenges, Improvement, Management, Proficiency, Research, Strategies, Utilizing
INFORMATION AND COMMUNICATION TECHNOLOGY FOR QUALITY EDUCATION DELIVERY IN NIGERIAN PUBLIC SCHOOLS
This paper discussed information and communication technology for quality education delivery in public schools in Nigeria. Information and Communication Technology (ICT) is a broad term that encompasses the technologies, tools, and systems used for the acquisition, storage, processing, and communication of information. In Nigeria, leveraging ICT for education is essential to address challenges and bridge gaps in the traditional educational system. The integration of ICT in education prepares students and educators for the digital age, equipping them with essential skills for the 21st century. The paper identified the potential contributions of informationand communication technology for quality education delivery in public schools in Nigeria, which includes: Enhancing Access and Inclusivity, Personalized Learning Experiences, Fostering Collaborative Learning, Enabling Professional Development for Educators, Improving Assessment Strategies, Interactive Teaching Methods, Facilitation of Blended Learning and Efficient Administration and Learning Management. Also, identified the challenges confronting the holistic implementation of information and communication technology for quality education delivery, which are: Digital Divide, inadequate technological infrastructure, LowTeacher Readiness and Training, Resistance to Change, Low Quality of Online Content, Lack of Data Security and Privacy, Lack of Maintenance and Sustainability etc. The paper likewise identified the Strategies For Curbing the Challenges, which includes: Bridging the Digital Divide, Investment in Technological Infrastructure, Comprehensive Teacher Training, Addressing Resistance to Change, Quality Assurance of Online Content, Sustainable ICT Maintenance etc. It therefore concluded that Information and Communication Technology (ICT) stands as a transformative force in the realm of education, promising to redefine the landscape of quality education delivery. The paper made some outstanding suggestions that;the Federal Government in collaboration with the States Government should develop and implement user-friendly e-learning platforms that encourage active participation, collaboration, and real-time feedback, creating an immersive and engaging learning experience. The government should encourage the creation and utilization of OER to provide freely accessible, high-quality educational materials, reducing costs and enhancing the accessibility of resources for both educators and students.
Information and Communication Technology, Quality Education Delivery, Public Schools.