By Peremiegha Grey Bension, & Mary A. Agih (PhD)

Abstract
In the wake of the increasing shift towards online education, particularly exacerbated by global disruptions, institutions face significant challenges in maintaining academic integrity and ensuring equitable assessment practices. This paper examines the role of the educator in maintaining ethical online assessment practices in tertiary institutions. The paper commences by clarifying the concept of assessment, stating its purposes, discussing online assessment tools, ethical online assessment and the challenges in maintaining ethical standards in online assessment in tertiary institutions. It was observed that, the educator has a crucial role to play in ensuring ethical online assessment standards which includes; ensuring academic integrity, promoting fairness and equity, developing assessment strategies that reflect true learning outcomes amongst others. It is the view of the authors that tertiary institutions should develop and enforce clear and comprehensive guidelines on ethical online assessment practices. These policies should clearly outline the expectations for both educators and students, detailing what constitutes ethical behavior and the consequences of academic dishonesty among others will help to maintain ethical online assessment practices in tertiary institutions.

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By Ebor, Lawrence Motim, Prof. Enoh A. Owan & Dr. Ebuta, Erasmus Eyang

Abstract
This study explores the implications of John Dewey’s concept of experience on Nigeria’s quest for scientific and technological progress. Dewey’s philosophical framework emphasizes experiential learning, active engagement, and problem-solving, aligning with the country’s need for innovative and entrepreneurial mindsets. Nigeria faces significant scientific and technological development challenges, including inadequate infrastructure, limited access to quality education, and a shortage of skilled professionals. Dewey’s concept of experience offers a compelling solution, prioritizing hands-on learning, critical thinking, and creativity. Using a qualitative research approach grounded in philosophical inquiry, this study draws on Dewey’s pragmatist philosophy and Nigerian educational context. The findings highlight the potential of Dewey’s concept to transform Nigeria’s education system and drive scientific and technological progress. Dewey’s concept of experience has significant implications for Nigeria’s education system, including revitalized education through experiential learning, enhanced critical thinking and creativity, and improved STEM education and scientific literacy. The study’s findings have implications for educational policy, curriculum development, and teacher education. Dewey’s concept of experience offers a valuable framework for addressing Nigeria’s scientific and technological development challenges.

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By ‘Bitrus Audu Sule, Ladi Christiana Abeshi & Makama Usman Isah

Abstract
This paper seek to assess the role of rationalism as a foundation of knowledge exploring its limitation and implication for Nigerian education. The paper argues that over reliance on rationalists‘ principles on education neglects contextual, cultural and social dimension of knowledge acquisition hindering inclusive education. This is because scholars from different angles claimed that there are different sources of acquiring knowledge in school system. Rationalism even though is a cognitive theory of knowledge argued that true knowledge is attainable through the mental faculty of reason. The focus of this article centered on what might be the position of rationalism as a foundation of knowledge in Nigerian education. Rationalists are of the view that regards reason as the principal source and test of knowledge and hold that reality has an inherently logical structure, also asserted that a class of truth knowledge exist with the intellect can be grasp directly.. The five pillars on Nigerian education carried some elements of rationalistic principles. For instance, free and democratic society, a just and egalitarian society, united strong and self-reliance nation among other are very strong concepts that cannot be implemented through technologies. This paper concludes with good recommendation suggesting that, the federal government should incorporating critical thinking exercise into curricula activities with specialize teachers for their implementation, the federal government should provide teachers with rationalist-based training, this will help to foster the ideals of our educational aims and objectives. Nigerian government should re-visit her efforts on education and organize another curriculum conference similar to that of 1969 emphasizes on logical and systematic knowledge.

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By Ango Mailafia & Dr. Muhammadu Kabiru Arzika

Abstract
This paper explored the possibility of integrating Artificial Intelligence and entrepreneurship education into the curricular of Nigeria‘s tertiary institutions, motivated by the imperative to prepare students for the evolving demands of the digital age in relation to functional skills acquisition and entrepreneurship prowess by graduates of Nigeria‘s tertiary institutions. The study which philosophically analysed AI and entrepreneurship education in Nigeria‘s tertiary institutions was meant to find out the role AI could play in the teaching and learning of Entrepreneurship Education in Nigeria‘s tertiary institutions. This motivated the use of philosophical analysis to expunge on the feasibility or otherwise of deploying AI in the teaching and learning of Entrepreneurship Education in Nigeria‘s tertiary institutions. The research findings showcased the duo as veritable tools that are timely and indispensable in fostering the development of future entrepreneurial experts, capable of leveraging AI for scientific innovation and evolving technological landscape capable of harnessing Nigerian graduates with digital entrepreneurial skills. The paper recommended that the deployment of AI in Nigeria‘s tertiary institutions is not only apt but tenable. In view of this, all educational stakeholders particularly the Nigerian government at all levels should ensure adequate funding is made available; professional manpower is provided and equally ensure contemporary quality assurance. Furthermore, education in Nigeria should be prioritized by provision of workable and pragmatic educational policies with particular reference to the development of Entrepreneurship Education and the deployment of AI in all public tertiary institutions.

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By Mubarak Abubakar Saulawa, Ph.D., Mnim

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By: Dr. Okere, Joseph Ejimogu,
Dr. Ebe Onyekachi &
Dr. Obiukwu Kingsley

Abstract
The paper analyses the role of artificial intelligence in early childhood education in Nigeria. Through a comprehensive analysis method, the paper explored the artificial intelligence resources that can be utilized in early childhood education and their relevance in inculcating social, intellectual, and emotional skills to the child. It also examined the challenges to artificial intelligence education, analyze the content, curriculum, method of instruction and the pedagogic practices in early childhood education and made recommendations for the way forward. The findings of the paper reviewed that artificial intelligence tools if appropriately integrated with curriculum materials and sound pedagogic practices can enable teachers to provide enriching and engaging learning experiences to the child; and can also, promote digital literacy and the inculcation of social, intellectual and emotional skills in the child. It further found out that artificial intelligence tools such as intelligent tutoring system can provide personalized learning experienced to learners. The paper concluded that the utilization of artificial intelligence in education can transform the educational landscape of school children by developing valuable skills and competencies in them. However, the paper noted that this would require addressing the challenges of poor policy implementation and ethical concerns in order to ensure that artificial intelligence does not hamper individual freedom and ethical concern. Based on the findings, the paper recommended that artificial intelligence tools should continually be used in education because of its obvious benefits and that the Government and stakeholders in education should provide artificial intelligence tools for the teaching and learning process.

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By: Oputa C‘fine Chukwuma (Ph.D)
Akude, Seyram Kafui
Agyemang, Simon Mawulor

Abstract
This study examined creating sports literacy through artificial intelligence for effective sports marketing in public universities in Accra, Ghana. Two research objectives and corresponding research questions were used for the study just as the descriptive design was adopted. Also, the theory of human capital guided it. Data was got from both primary and secondary sources. A self-prepared instrument titled, ―Creating Sports Literacy through Artificial Intelligence for Effective Sports Marketing in Public Universities in Accra Questionnaire (CSLAIESMPUAQ)‖ was used to collected data from the 400 respondents. Findings showed that both physical and health education and sports participation contribute positively to sports marketing and both can be generated using Artificial Intelligence. It was therefore recommended among others that teaching physical and health education through AI should be promoted in public universities in Accra to enhance the knowledge of students towards sports and its marketing, the curriculum for physical and health education should be improved in order to accommodate current trends such as sponsorship, branding, advertising, social / public relations, etc., federal government in collaboration with education stakeholders should train the physical and health education teachers on the use of AI in their discipline periodically for their continual development, which will be handy during teaching – learning sessions as well as intramural and intermural sports and that AI computers and ICT facilities should be made available in public universities which will be useful during teaching and practice.

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By: Oputa C‘fine Chukwuma (Ph.D)
Njoku, Augusta Ubakum

Abstract
The study discussed the importance of curricula and pedagogical strategies for achieving values reorientation in primary schools in Nigeria. In recent years, there has been much decadence in values in Nigeria in all its sectors. The attitude of most Nigerians towards values is very poor; as displayed by the high level of corruption, excessive materialism, election malpractice, cultism, examination malpractice, kidnapping, banditry, lawlessness, tribalism, religious intolerance and gender – based violence among others. These vices are due to miseducation, poor governance, greed, high rate of unemployment, etc. Consequently, problems emanating from decadence in values in the society abound such as poor quality grades from educational institutions, unwanted pregnancies and abortions, inter and intra communal unrests, many killings, severe poverty, poor representation in government, decay in public infrastructure etc. The curricula and pedagogical strategies were presented in three forms namely proper use of communication between teachers and pupils in classrooms, identifying four values that could be included in the primary school curriculum as well as identifying the subjects that could be used in inculcating these values in the pupils. It was thus recommended among others that there should be effective and consistent communication between the teachers and pupils until values are inculcated in them; that teachers should continually remember their role as models to learners which should be displayed in their conduct, attitude and teaching and that pupils should be taught the essence of values such as justice, respect for persons, unity and moral reasoning, in order to build a strong society.

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By: Bashiru Musa Sa‘id
Abubakar Salihu Usman

Abstract
This research investigated the relationship between liquidity Risk administration and financial performance of listed insurance companies on the Nigerian Exchange Group (NGX) from 2020 to 2024. A correlational research design was employed, analyzing secondary data from 5 insurance firms over a 5-year period. Multiple regression analysis was used to examine the data. The findings indicated that current ratio had a significant negative impact on financial performance, whereas quick ratio had a significant positive effect. Conversely, cash ratio had a negative but insignificant impact on financial performance. The study recommends that insurance companies’ management invest idle cash in short-term portfolios to generate higher returns, thereby enhancing company performance. Furthermore, insurance regulators in Nigeria should establish policies to penalize companies that fail to maintain adequate liquidity ratios and meet claims obligations. Given the high-risk nature of insurance services, it is essential for companies to prioritize investments in liquid assets, despite associated costs, to ensure timely commitment fulfillment.

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Abstract
All along teaching has been conceptualized in a conventional, traditional and normal condition. We are today in a digitalized world, characterized by Artificial Intelligence (AI) and Robotics. It may be argued whether digitalization would not decontextualize the role of teachers and redefine teaching. Will teaching and teachers as epitomized in the foregoing continue to be relevant? Have the virtual class, Google virtual learning outfits, the blended learning package not redefined teaching? Is teaching and teachers not replaceable in the face of digitalization and robotic? To say it subtly, will teachers continue to be relevant in the face of advancement of technology and its application to teaching and learning? Will the overwhelming increase in prevalence of Artificial Intelligence and Robots not replace teachers in the near future? The paper analysed and discussed these issues philosophically and suggested otherwise in the light of the roles and responsibilities of teachers and teaching profession. However, the paper admitted that teachers will be forced by the AI prevalence, digitalization of knowledge and generation of the millennials to change their teaching methods in line with AI and technological advancements. It therefore argues along the line of the response of teachers to digitalization to enhance teaching profession.

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