International Journal of Innovative Technology Integration in Education

TRAINEE PROFESSIONALS' PERCEPTION OF THE ROLES OF SOFT SKILLS IN PROFESSIONAL PRACTICE COMPETENCE.

Aitokhuehi, Oyeyemi Ololade Aitokhuehi, Oyeyemi Ololade — 2024-05-14

One way of distinguishing a professional is the ability to display competence in the field of practice. Competence is regarded as the ability to do something successfully or efficiently. One major characteristic that may be regarded as having the potential to enhance the display of competence in the field of practice is the possession of soft skills. Soft skills, which include communication, teamwork, problem-solving, time management, stress management, and so on, could play vital roles in professional practice success. For professional bodies to ensure that individuals entering the profession can display competence, they usually run them through professional qualifying examinations. The focus of this study is to find out the level of awareness of the trainee-professional regarding the existence of soft skills, their relevance to professional practice, and at what point and through what means they can acquire them. The study adopted an analytical survey research design. A simple random sampling method was adopted to select respondents from Professional Continuing Education (PCE) centres in Lagos State. A self-developed questionnaire that was validated was used to collect data. The data collected were analysed using frequency, percentages, and mean. The hypothesis was tested statistically at a 0.05 significance level with multiple linear regression. The study's outcome would help facilitators understand skills to encourage and emphasise, especially in PCE programmes. Recommendations include the integration of soft skills into the professional preparation of trainee professionals is significant in having competent professionals.

FOSTERING THE DEVELOPMENT OF DIGITAL PEDAGOGICAL SKILLS OF TEACHER IN AFRICA: A CASE STUDY FROM TANZANIA

Oluwakemi Olurinola Oluwakemi Olurinola — 2024-06-29

The concept of digital literacy and digital competence is conceptualized in the curriculum for compulsory education in the teacher education program. However, how the two terms are put into practice by the implementers remains to be unclear. The attention given to the two terms by the corresponding practitioners does not correlate to the increasing digital transformation to enable learners and educators to positively adapt to changes in all areas of academic, social and individual life. This research analyses twofold: the level of digital competence of educators perusing Master of Education program, and their ability to design and use digital resources. The study employed a quantitative research approach to administering the digital competence self-assessment survey (DCSAS) on 64 Masters of Education educators. The statistics analysis measured were mean, standard deviation, frequencies and percentages. The findings indicate that the level of educators’ digital competence including their understanding, using, finding and creating various information using digital technologies was moderate. Likewise, DCSAS results adequately explain that educators prefer using available digital resources mostly to prepare lesson notes, exams, students’ grades and personal data; than creating their digital resources and monitoring students’ activities and interactions in a collaborative online environment. Thus, understanding the factors that interplay with the educators’ acceptance, preference and use of various digital technologies is important to inform the designing of the teacher education program to enhance the successful integration of technology in teaching and learning.

COMPARATIVE ANALYSIS OF UNIVERSITY STUDENTS’ PERCEPTION ON PHYSICAL AND VIRTUAL LEARNING ENVIRONMENTS IN CHEMISTRY EDUCATION

Tolorunleke, Emmanuel Adebayo Tolorunleke, Emmanuel Adebayo — 2024-06-29

This research investigates the perceptions of undergraduate students regarding the impact of
physical and virtual learning in Chemistry education at Prince Abubakar Audu University,
Anyigba, Nigeria. The study adopts a descriptive survey research design to document and describe
the current status of physical and virtual learning environments without manipulation of causal
factors. Data collection is facilitated through a modified four-point Likert scale structured
questionnaire, validated by experts in the Department of Chemistry Education, and reliability is
established through test-retest reliability techniques. Findings from the study reveal that physical
learning is perceived as conducive to student engagement, interactive, and aligned with long-term
educational goals, while virtual learning is viewed as facilitating high levels of student success,
offering new learning possibilities, and bridging the gap between tutors and students. Both physical
and virtual learning environments incorporate a blend of instructional approaches, leveraging
emerging technologies to enhance teaching effectiveness. The research underscores the importance
of leveraging available technology to improve the teaching-learning process and advocates for
comprehensive studies on the state of Chemistry education in Nigerian schools to address funding,
resource provision, and infrastructure challenges.

THE GROWING DIGITAL FOOTPRINT OF NIGERIAN YOUTH PANACEA TO DIGITAL PRESENCE AND ENGAGEMENT

Olafare Festus — 2024-06-29

The expanding digital footprint of Nigerian youth presents both significant opportunities and challenges for personal and national development. This paper examines the rapid growth of digital connectivity among young Nigerians, analyzing its impacts across education, employment, civic engagement, and cultural exchange. While increased internet access and social media usage have created new avenues for learning, entrepreneurship, and political participation, they have also exacerbated issues like the digital divide, cybersecurity threats, misinformation, and potential negative effects on mental health and social skills. The study reviews recent literature and data on internet penetration, smartphone adoption, and social media usage among Nigerian youth. It explores how digital platforms are reshaping education, job seeking, and civic activism, while also considering risks like online radicalization and cyberbullying. Policy recommendations are provided to maximize the benefits of youth digital engagement while mitigating associated risks. These include investing in digital infrastructure, implementing comprehensive digital literacy programs, developing data protection laws, promoting responsible internet use, supporting digital innovation, and addressing online misinformation. By strategically managing the digital footprint of its youth, Nigeria can leverage this engagement to drive socioeconomic development and position itself as a leader in the African digital economy.

HUMAN ABILITY AND PROMPT: PANACEA TO THE USE OF GENERATIVE ARTIFICIAL INTELLIGENCE (AI) FOR TEACHING AND LEARNING

OJERINDE, Funmilayo OJERINDE, Funmilayo — 2024-06-29

The potential for artificial intelligence (AI) to improve teaching and learning processes has drawn a lot of interest to the incorporation of AI into the Nigerian educational system. Though teachers are already worried that AI will eventually replace them in their roles, it is important to acknowledge the indispensable role of human ability in guaranteeing the successful implementation and utilization of AI in education, even during excitement for technological advancements. Even though artificial intelligence (AI) can provide automated evaluations and individualized learning paths, human interaction is still relatively necessary to develop students' emotional intelligence, critical thinking skills, and ethical principles. The capacity to detect social signs, adjust to unforeseen classroom circumstances, and comprehend contextual intricacies is a special talent that AI systems would find difficult to match. Furthermore, human direction and facilitation are frequently needed to develop higher-order cognitive skills that result in innovative thinking (entrepreneurial development) and problem-solving. Nigerian educators can bridge the gap between theoretical knowledge and practical application because of their real-life experience and cultural awareness in navigating the complexities of local environments. Ultimately, a balanced strategy that synergizes technology innovation and human skill is required to successfully integrate AI in Nigerian classrooms. The study concluded that the Nigerian education system can pave the way for a revolutionary educational experience that develops well-rounded, critical thinkers and teachers equipped to negotiate the complexity of the twenty-first century by adopting a balanced relationship between AI and teachers.

NIGERIAN SENIOR SECONDARY SCHOOL STUDENTS' ENGAGEMENTS OF DIGITAL TECHNOLOGIES FOR LEARNING

ASUQUO Eno Ndarake — 2024-06-29

This study investigated the Nigerian Senior Secondary School students' utilization of digital technologies for instructional purposes. It also investigated the related motivating factors for students’ engagement of digital technologies for learning; challenges facing students on the use of digital technologies; and perceived solutions to the challenges hindering students from engaging in digital technologies for learning. A descriptive study of the survey type was used in conducting the study. A total of 600 copies of researcher-designed questionnaires were randomly administered to secondary school students in Kwara State out of which 578 respondents participated in the study. Four research questions guided this study and were answered by analyzing the data collected using frequency counts, simple percentages and mean. The findings revealed that aside from students and teachers not having sufficient knowledge on the use of digital technologies in facilitating teaching and learning, the high cost of digital technologies, subscription to the internet, unstable internet connectivity and erratic nature of electricity were the challenges confronting students from engaging digital technologies for pedagogic experiences. Recommendations were proffered on the provision of stable internet connectivity, electricity and procurement of adequate digital technologies. Also, seminars should be organized for teachers and students on judicious engagement of digital technologies in facilitating teaching and learning.

ARTIFICIAL INTELLIGENCE (AI) INNOVATIONS FOR SUSTAINABLE EDUCATIONAL INSTITUTIONS: ENHANCING EFFICIENCY AND ENVIRONMENTAL RESPONSIBILITY

ASUQUO — 2024-06-29

The integration of artificial intelligence (AI) technologies holds significant promise for enhancing sustainability practices in educational institutions. This paper explores the intersection between AI and sustainability in educational settings, with a focus on the opportunities and challenges associated with leveraging AI to promote environmental responsibility, efficiency, and innovation. Drawing on a comprehensive review of existing literature and case studies, the paper examines the application of AI in various areas of sustainability in education, including energy efficiency optimization, resource management, environmental monitoring, and curriculum development. Practical implications for policymakers, educators, and stakeholders are discussed, along with theoretical contributions to the growing body of literature on AI for sustainability in education. The study also identifies limitations and areas for future research, including the need for interdisciplinary collaboration, ethical considerations, and the dynamic nature of AI technologies and sustainability practices. Overall, the paper highlights the transformative potential of AI for sustainability in educational institutions and calls for concerted efforts to harness this potential while addressing associated challenges and limitations.