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Most educators' inability to provide learning contents that suit different learning styles has caused a lot of problems in terms of performance. Thus, to cater to students' preferences in terms of access to learning contents, the distance learning regulatory body in Nigeria emphasized that course materials should be developed in mixed-media formats. This study was carried out to compare the effects of printed, video, and Moodle-based courseware on educational technology students' achievement, retention, and satisfaction in a distance learning course. A quasi-experimental design was employed for the study involving 108 participants from three experimental groups. The learning content and instruments, subjected to validation and reliability tests, where values of 0.78 and 0.86 were obtained using the Pearson product moment correlation and Cronbach's alpha for achievement and satisfaction inventory, respectively, were administered within a four-week period. Data collected were analyzed using descriptive and inferential statistics. Findings indicated that the printed, video, and Moodle-based courseware formats improved students' achievement with mean gain scores of 47.92, 40.89, and 43.03, respectively. A significant difference was observed in the achievement (F [subscript (2,104)] = 8.67, p < 0.05), retention (F [subscript (2,104)] = 29.406, p < 0.05), and satisfaction scores (F [subscript (2,104)] = 5.662, p < 0.05) of the three groups. Open and distance learning administrators in Nigeria are recommended to produce and deploy printed, video, and Moodle-based formats of courseware to meet different students' learning preferences.

This paper delves into the challenges impeding effective curriculum implementation in Nigerian higher education institutions, ranging from inadequate funding to a brain-drain crisis. Recognizing the critical role of curriculum implementation in achieving national educational objectives, the study identifies these barriers highlighted concerning the misalignment between intended and implemented curricula, underscoring the need for strategic solutions. The paper then explores the prospects of Educational Resource Centres (ERCs) as catalysts for addressing these challenges. ERCs are portrayed as multifaceted entities capable of alleviating heavy academic loads, compensating for limited school facilities, and fostering inclusive education. The discussion emphasizes the alignment of ERCs with curriculum support, the provision of multimedia resources for diverse learning styles, and the pivotal role in dynamic instruction through advanced teaching aids. Furthermore, ERCs are seen as pivotal in providing educational support services, offering professional development opportunities for educators, and facilitating teachers' involvement in curriculum planning. It concludes by asserting the indispensable role ERCs play in reshaping the landscape of education, ensuring a future where curriculum implementation is not just a challenge but a collaborative journey that aids effective implementation which fosters achieving curriculum objectives that translate to attaining national developmental targets.

ICT advancements have enabled more online activities, resulting in several cyberethical behaviours. The literature documents the prevalence of plagiarism and online fraud, among others. While behaviour has been explained by several theories, as scholarship and research advance, frameworks are modified to include more constructs. This paper proposes a developed framework for studying cyberethical behaviour in North Central Nigeria, with a focus on exploring the factors that influence individuals' attitudes, awareness, and perception of cyberethics. The framework is based on a modified reasoned action approach model and incorporates key constructs such as attitude, subjective norm, perceived behavioral control, and awareness of cyber ethics. An adapted questionnaire was used as an instrument for collecting quantitative data. This study used multistage sampling. A sample size of 989 north-central Nigerian female university postgraduate students was selected from a population of 9,000. Perception and attitude toward cyberethical behaviour were positively correlated. Perception, awareness, and attitude toward cyberethical behaviour correlated. Perception and awareness significantly affected cyberethical behaviour. The study aims to provide insights into the factors that shape individuals' decision-making processes regarding cyberethics and to identify potential areas for intervention and education. The paper also discusses the importance of promoting cyberethics in Nigeria, given the increasing use of technology and the growing threat of cybercrime. The proposed framework offers a valuable tool for researchers and policymakers seeking to understand and address cyberethical behaviour in North Central Nigeria.

Education, being a process of teaching and learning is evaluated through examination at the end of the learning period. Examination not only serves as a feedback for the trainer to ascertain the level of knowledge acquisition but also serves as a measure of knowledge retention by the trainee. Any misconduct or irregularity distorts this feedback mechanism and gives a false outcome of the learning process. This paper examines the causes and forms of examination malpractice in Nigeria, the consequences on the national development, previous efforts made at curbing it and recommended ways of eradicating examination malpractice in the country. Relevant journals and conference papers consulted, and the writers' personal experiences during examination invigilation were the sources of data used in the paper. It is discovered that the perennial lack of political will on the part of government to enforce the Decree 20 of 1984 and now, Examination Malpractice Act 33 of 1999 has caused the examination misconduct to remain on the increase in Nigeria. This paper recommends strongly that the Examination Malpractice Act of 1999 should be amended to incorporate that section of Decree 20 of 1984 which stipulated twenty-one years imprisonment without option of a fine for a convicted culprit. And the Act should be diligently enforced no matter whose ox is gored.

The rapid transition to emergency remote teaching during the COVID-19 pandemic posed challenges for teachers, students, and higher education institutions, impacting students' learning and engagement in the learning process. Based on Self-Determination Theory, this paper employs a collective case study research methodology to examine teachers' strategies for supporting students' learning and engagement in virtual learning environments during emergency remote teaching in the pandemic era, with the goal of offering guidelines to assist teachers in fostering student learning and engagement in these virtual settings. The inductive thematic analysis of eight semi-structured interviews with teachers from Spain, Oman, Nigeria and Cambodia revealed some challenges faced by teachers in engaging their students in virtual environments and some teaching and support strategies that teachers adopted to enhance students' engagement in virtual classrooms. The study synthesised a set of strategies for teachers in higher education to support students' engagement and learning in online environments. Teachers' autonomy, structure and involvement support strategies had a behavioural, emotional, cognitive, and agentic engagement on students' learning process. The paper discussed limitations and future research endeavours in online teaching and learning and students' engagement.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Purpose: The paper explored students-staff classroom co-creation and students' involvement in out-of-class engagements as means of fostering employability skills in higher education institutions (HEIs). The paper aimed to present an alternative but equally effective means that HEIs can leverage to foster relevant 21st Century employability skills among undergraduates using day-to-day in-class and out-of-class activities and other non-formal campus activities. Design/methodology/approach: The study adopted descriptive survey design. A total of 350 undergraduates who participate in out-of-class activities were purposively selected from seven (7) faculties. An instrument designed by the author was used to gather data for the study. The instrument was subjected to Cronbach Alpha analysis for item-by-item consistency and it yielded the reliability co-efficient of 0.88. Data collected from the respondents were analyzed using descriptive statistics of frequency count, mean and standard deviation. Findings: Interactive classrooms, where students and lecturers co-create to provide solutions to problems enhance students' self-esteem, problem solving, analytical, communication and leadership skills amongst others. It was also found that students who got involved in one or more out-of-class activity on campus acquire specific competencies such as networking, collaboration, communication, leadership, multidisciplinary thinking, etc. Research limitations/implications: Due to a limited sample size, it might be inappropriate to generalize findings. Researchers are encouraged to test this proposition further. Practical implications: The paper highlights the need for HEIs to leverage student-staff co-creation and out-of-class engagement in their bid to produce employable graduates. Originality/value: This paper clearly presents alternative but effective means of fostering employability in HEIs.

This paper critically reviews the research done in education faculties in Nigerian universities. This research, though categorized in postgraduate schools or colleges as mainly in the liberal arts/humanities and the social sciences, depends on the theories and methodologies from other disciplines. The arts and social sciences are disciplines where undergraduates in education take courses in teaching to earn bachelor's degrees, the postgraduate level offers varied opportunities for educational research to maximize the uniqueness of mixed method research for education.

The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.

The paper examined the state-of-the-art in teaching Fine and Applied Arts in the Colleges of Education in Nigeria. Views and studies by experts and cooperate bodies were analysed. The concepts of Fine and Applied Arts, e-technology use, impacts and influence of technology as well as the state of the art in the instructions of Fine and Applied Arts were also analyzed. The study revealed that the enrolment rate in the department of Fine and Applied Arts in the Colleges of Education in Nigeria continues to dwindle unabated due to the persistence on the conventional method of instructions and lack of interest in the path of the students as a result of uninteresting instructional approach. The paper concludes that the use of an e-technology (state-of-the-art) instructional model can enhance the teaching and learning of Fine and Applied Arts and ultimately improve the performance and interest of the students. It was recommended among others, the provision of e-technology devices to the department and also inculcates the principles of implementation, monitoring and evaluation in order to ensure the success of the initiative.

This paper presents an evocative autoethnographic account of my postgraduate supervision experience in two African institutions while dealing mainly with students in the computing disciplines of Computer Science, Information Systems, and Information Technology. In this paper, the context of the postgraduate supervision, and the lessons learnt are presented based on personal reflection, students' feedback, and retrospective analysis on my activities as an absorbed participant in the supervision process. The reflection of my supervision process offers vital lessons for all supervisors in the developing country context who are torn between the requirements for the student to do quality work and get published in top journals, and the challenges in their operational environment and students' lives. The study also recommends some good practices that could help supervisors that are operating in similar contexts to mine.

This study is aimed at exploring the rationale behind academic mentor's success, as mentoring is a developmental process involving capacity-building, knowledge transfer and employee retention in organizations. This paper is a conceptual study conducted with an extensive review of relevant literature on mentoring. The reviewed literature centres on meaning, forms and types of mentoring, qualities of a good mentor, stages and benefits of mentoring, challenges of mentoring, mentoring and academic excellence. This study was anchored on the descriptive mentoring theory by Kram (1985). The study found that regardless of how well a mentor and mentee fit together, either in form or in a positive way, the relationship should be professionally structured as well as considered and respected by both parties. The study also concludes that most successful mentorship usually evolve into friendship with both partners learning and providing support for each other. This paper contributes in the existing literature by examining the rationale for successful mentorship and ways to overcoming mentors challenges. No previous research has illustrated the ways mentorship could lead to academic excellence in Nigerian tertiary institution.

The indispensability and vast career possibilities associated with Chemistry notwithstanding, there is a palpable growing decline enrollment in Chemistry in Nigerian universities, particularly the private universities. The paper interrogated the teaching and learning of Chemistry in Nigerian private universities with a view to re-awakening the students' interest for effective mastery of the subject. It relied on secondary sources and critical analysis and found out that major inhibiting factors include: Students' faulty foundation in Chemistry, syndrome of area of concentration, absence of competitiveness in the admission process, poor attitude of students and lecturers as well as the ambience for effective scholarship. The paper concluded that the current downturn in the students enrolment in Chemistry and the seemingly poor interest in the subject portend sufficient threat to the future of Chemistry, chemical-related industries and the replacement of ageing Chemistry lecturers in Nigeria. It recommended the following strategies to mitigate the vicious cycle: targeted tutorial system, adoption of digital modes of teaching and learning, problem-based learning, capacity building initiatives for Chemistry lecturers, quality assurance mechanism, overhauling science education at the primary and secondary school levels, need-based assessment and provision of quality materials as well as adequate funding.

This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) What are micro-credentials? (ii) Why micro-credentials? (iii) Who are the key stakeholders? (iv) What is happening globally? and (v) What are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st-century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.

This article presents a preliminary review of prior studies for an ongoing master's dissertation. It is aimed at enabling stakeholders to properly comprehend the construct of electronic learning (e-learning). E-learning is actually one of the most dynamic and enriching systems of education that exists these days. It is seen as a significant educational innovation, particularly within learning ecosystems of tertiary institutions that is found to be aiding the process of teaching and learning with technology. E-learning has further transformed educational technology, providing easy access to education for many, who hitherto were unable to go to school before the transformation. It is facilitating meaningful learning activities leading to knowledge retention and maximizing academic achievement, as learning is transferred into the real world of work and life. In this paper, the historical perspective of e-learning, operational definitions of the e-learning concept, some of the tools and platforms that support e-learning and its delivery modes are presented. Most importantly, the paper assesses the e-learning ecosystem in Nigeria's higher education sub-sector, articulates the benefits, challenges, and prospects of integrating e-learning into the educational arena, and then offers some recommendations to address the challenges.

This paper examines the role of librarians in e-learning programs, as a consequence of post-COVID adaptations in Nigerian universities. Through a review of the relevant literature and of current practice in existing e-learning programs in Nigerian universities, a discussion is developed around the significant roles librarians can play. The embedded librarianship model was identified as the best practice to adopt in order to secure a place for librarians and libraries in Nigeria in the face of the current change in teaching approaches in the post COVID-19 environment. Furthermore, the paper describes the perceived challenges librarians and libraries may be confronted with in executing the embedded librarianship model with regard to online teaching and learning. The paper advocates that the identified challenges be addressed for the library to play a role in the evolving post-COVID adaptations in Nigerian universities.

In the 21st century, teaching and learning mathematics courses witness significant expansion and development of technology use, which creates a shift from teacher-centred to student-centred learning engagement. Student engagement (SE) faces many challenges of poor performance and student difficulty in solving simultaneous equations involving indices (SEII), among others. This paper presents an evaluation viewpoint of the learning strategy (LS) with cooperative learning strategy (CLS) and GeoGebra (GG) integration to support SE in SEII. The LS employs the think-pair-share approach and the six (6) principles of learning phases associated with constructivism ideology. The discussion of the preliminary mathematical achievement test (MAT-test) from pre-and post-tests with 41 students who have learned SEII using the developed LS is also presented. Semi-structured interviews were conducted with three experienced lecturers to provide feedback and recommendations on interacting with LS. The themes that emerge from those lecturers include the connection between LS phases, specific material, cooperative activity, playfulness in the discovery process, and thinking. Experts' feedback on the LS's content reasoning and content learning strategy through a questionnaire was tested using Fleiss multi-rater Kappa and showed good inter-rater reliability and agreement between them. The estimated marginal means covariate of the ANCOVA test was then examined, and the results supported the necessity for a learning strategy to be developed. The findings revealed that the LS, with CLS and GG integration, has the potential to be educationally effective in enhancing SE in SEII.

The dramatic growth in the use of mobile devices across different environments and fields has contributed significantly to mobile learning (mLearning). Students have benefitted through the multimedia features of mobiles and can utilize emerging technologies with their mobile devices for learning purposes. Despite the relevance of mobile learning in formal and informal learning environments, it seems to be less explored in Nigeria. Research has shown that teachers play a significant role in adopting any technology in the classroom, so it is essential to probe into preparedness related to the adoption in the classroom. The paper examines the preparedness of preservice and in-service teachers to use mobile devices in their classrooms using an online survey on mobile learning readiness and technology adoption stages. Quantitative data revealed that teachers are willing to adopt mLearning, and rate themselves above average on the technology adoption stage; however, a few factors like an unsupportive curriculum and lack of infrastructure are causing its setback. The research recommends that more awareness be raised to promote its adoption, create a supportive curriculum and provide the needed infrastructure in the classroom to support its use.

Youth unemployment remains a major political and socioeconomic challenge in sub-Saharan Africa, including Nigeria, particularly given the region's young population. Literature points to two key barriers facing youth employment in the region, skills deficiencies and weak fundamentals that inhibit job creation and growth. Labor supply challenges are not unique to the younger population, and employment interventions adopted by the Nigerian government to combat these challenges in the formal wage sector, are primarily focused on graduates and non-graduates. This paper makes a case for encouraging the education system, employers, and governments to better prepare post-secondary students for the labor market before graduation through cooperative education. Cooperative education, a strategic policy response geared towards increasing youth employability and smoothing school-to-work transition, can help address the gap in the current suite of government intervention strategies and allow for a more proactive, dynamic and progressive response.

This paper explores ways of empowering vocational educators for effective instructional delivery through information and communication technology (ICT) training in tertiary institutions in Enugu State, Nigeria. A descriptive survey research design was used with a population of 63 respondents, comprising lecturers of computer education and business education from University of Nigeria, Enugu State University of Science and Technology, and Godfrey Okoye University. There was no sampling carried out due to the manageable size of the population. The researchers employed a structured questionnaire as a means of collecting data. The collected data were analysed using the mean ([x-bar]) and standard deviation. The findings of the study revealed that ICT training would help promote effective instructional delivery in universities in Enugu State. Also, various ICT skills are required by vocational educators for effective instructional delivery. Lastly, several challenges are constraining the ICT training for effective instructional delivery in universities in Enugu State. Based on the findings, the study recommends, among others, that universities should make provision for training and retraining of vocational educators on the use of new technological tools for proper integration in teaching and learning.

The occurrence of corona virus disease in 2019 (COVID-19) pandemic with its negative consequences on various sectors including education up till now has led to the increase in the necessity to use online learning resources and platforms for teaching and learning especially in higher education institutions (HEIs) in various countries. This research paper's major goal was to investigate the online learning attitude and online learning readiness of undergraduate accounting students in Nigerian public HEIs during the COVID-19 pandemic. The research participants consisted of 845 male and female undergraduate accounting students purposively selected from six HEIs. Study data was collected quantitatively with two online learning scales addressing students' online learning attitude and online learning readiness respectively. The study data were analysed with relevant statistical tests in the Statistical Package for the Social Sciences (SPSS, version 22) based on 0.05 level of significance criteria. The finding demonstrates significantly positive online learning attitude among the undergraduate accounting students from the studied HEIs during the COVID-19 pandemic. Finding also showed that the undergraduate accounting students' online learning attitude significantly related to their online learning readiness during the COVID-19 pandemic. The male and female undergraduate accounting students did not differ in their online learning attitude and online learning readiness. There were no significant differences in online learning attitude and online learning readiness among the undergraduate accounting students from the studied HEIs based on institution type (university, polytechnic and college of education). Nigerian HEIs and accounting departments should provide efficient online learning access and resources to these students and work towards bridging any existing institutional disparities in the availability and use of online learning facilities and resources.

Choice of career is one of the most important decisions that everyone makes in life. This choice in most cases determines placement in the workplace. The determinants of the choices students make career-wise include parents, peers, passion and perceived prospects among others. The choice of career made by individuals have long-term implications on their employability status most especially in the Fourth Industrial Revolution (4IR) which aims at raising global income levels and improve the quality of life for populations around the world through applied science and technology. The descriptive survey research design was adopted for the study. The multi-stage sampling procedure was used. A purposive sampling technique was used to select five faculties out of the existing thirteen faculties at Obafemi Awolowo University, Ile-Ife, Nigeria. Five hundred (500) undergraduates were selected across the five selected faculties using simple random sampling technique with 100 students selected from each faculty. Descriptive and Inferential statistics were used to analyse the data collected for the study. The study found out that parental values and expectations has significant influence on the career choice of students and that career choice in turn has significant relationship with their employability prospects. The paper recommended among others the need for students to be allowed to make their career choices based on interest and ability with proper guidance by parents and surrogate parents.

Nigeria and Ghana are two Anglophone countries in West Africa that have adopted the teaching of the French language in their education systems because of their proximity to francophone countries and the necessity for regional integration. Whereas the language has gained some official status in the national curriculum (National Policy on Education) in Nigeria and made a required subject at some levels of education, French continues to enjoy a privileged status in Ghana but without an official status yet. Using a comparative approach, this paper explores the language policy in favour of the French language and its teaching at the secondary and postsecondary levels in both countries. The analysis of primary data collected with teachers at both levels in these countries show that, although French does not enjoy the same status in the two geographical spaces, similarities abound in terms of the policy regulating its teaching and the challenges impeding the full implementation of the policy. Country-specific solutions are offered to existing challenges.

Purpose: Teachers at all levels of the education system are expected to model leadership qualities to students. Leadership qualities of level advisers (LAs) are regarded as charismatic, pragmatic, ideological and innovative (CPII) in this study. This study compared the leadership qualities of LAs in universities in Nigeria as perceived by students. The purpose of this paper is to compare the leadership qualities of LAs in universities in Nigeria as perceived by students. Design/methodology/approach: A survey-comparative design of a quantitative research approach was used. Two universities were purposively selected and the convenience sampling method was applied to select 207 participants. Findings: Findings revealed that LAs of the private university exhibit a slightly higher level of leadership qualities than those from the public university based on the students' assessment (t (207) = 2.19 and [rho] = 0.029 < 0.05). Research limitations/implications: The study concluded that universities should organise regular workshops for LAs on innovative leadership to stimulate 21st-century learners to achieve their educational objectives. Practical implications: It is therefore recommended that universities should organise a regular workshop for LAs on an innovative leadership model that promotes 21st century students to achieve their educational objectives. Originality/value: In practice, the study of this kind is timely, given that academic advisers or advisers are very influential on student achievement and success. Thus, the outcome will educate the academic advisers on the leadership qualities that will enhance their role in the 21st century. In addition, it will add to the literature on university LAs' leadership skills in Nigeria and other nations of Africa. Most literature available in the context is mainly from America.

The fragmentation of academic work and its uneven distribution among academic staff have produced particular challenges for new entrants to teaching in Higher Education, Early Career Teachers [ECTs]. In this paper, documentary analysis of the narratives of fourteen ECTs, who worked across six different continents, was undertaken. The findings highlight the diverse forms of precarity that ECTs face, which cut across migratory, identitarian, economic, and ideological dimensions. It discusses ECTs' reflections on their expectations of teaching and their adaptation to the demands of neoliberal Higher Education. Drawing from their narratives and Sevil Sümer's theories of differentiated academic citizenship, ECTs are recognised as 'precarious academic citizens'. This has important implications for revealing the unique circumstances of this group, thereby opening further questions as regards their mentoring and support to enable them to be situated more equally as citizens of the academy.

The study investigated the influence of demographics, a wide range of motivations of new media use and constraints of its use, on the pattern of new media use for educational purposes by Nigerian university students. The rationale was to proffer appropriate strategies towards sustainable and effective deployment, integration, and utilisation of new media for a better educational experience of students in Nigerian universities. The philosophical perspective was based on positivism. The quantitative approach with survey research design was adopted, covering a cross-section of Nigerian university students using questionnaires as the data collection instrument, complemented with structured interviews. Three large and geographically central universities were purposively selected for the study: University of Ibadan, University of Nigeria, and University of Ilorin. Stratified random sampling was used to select students from the selected faculties in the surveyed universities as respondents. A sample size of 647 students was used for the study. The findings of the study reveal that information seeking and surveillance, convenience and low cost, social interaction, broadcast media involvement, personal utility and self-promotion, affection, maintaining connections, and escape and new trends were significant motivations for using new media for educational reasons. Nevertheless, infrastructure required to use these technologies, privacy and security concerns, confusing acronyms, economic issues, inadequate knowledge and skills, and timing-related issues constitute obstacles to the use of new media for educational reasons. The paper recommends appropriate strategies towards effective and sustainable deployment, integration, ease of access, and utilisation of new media technologies by Nigerian university students.

Examining the pedagogy of Nigeria's post-secondary film studies, this paper joins the call against the universalization of film studies practices under a Westernized umbrella. To make that argument, it implicates issues of (neo)colonialism and indigenous knowledge-making processes in the analysis of Nigeria's film studies, taking into account the close relationship between Nigeria's film education and the local film industry, Nollywood. Calling on criticisms advocating for alternative ways for engaging with the practice of film studies (Irobi, 2014; Chambers, 2018; Redfern, 2014), the paper sets out to help reinforce the definition of the global by its many diverse and constitutive parts.

Access to education in Nigeria has attracted the attention of many Nigerians due to rising number of children and youths who are unable to gain admission into schools to actualize their educational and career dreams. Besides, there are also the issues of equitable and adequate resources to the existing schools to ensure qualitative education at all levels in Nigeria. This is the trust of this paper, as it examines the significance of access to education, equal educational opportunities, resource allocation to education and criteria for such allocations. The paper also attempts to highlight some problems and prospects of access and resource allocation to education in Nigeria.