Rethinking Nigeria’s Education: A Philosophical Analysis of Transforming the Education System to Meet 21st Century Compliance

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Rethinking Nigeria’s education system is imperative to meet the demands of the 21st century. This philosophical analysis examines the need for transformation in Nigeria’s education system, highlighting the gaps between current practices and 21st-century compliance. The analysis reveals that the existing system prioritizes rote memorization over critical thinking, creativity, and problem-solving skills, rendering it ineffective in preparing students for an increasingly complex world. This study argues that a paradigm shift is necessary to align Nigeria’s education system with 21st-century requirements. It proposes a student-centered approach that emphasizes competency-based education, technology integration, and community engagement. By adopting this approach, Nigeria can develop a more inclusive, effective, and resilient education system that prepare students for success in an interconnected world. The analysis draws on philosophical perspectives, including existentialism, phenomenology, and critical theory, to critically examine the underlying assumptions and values that shape Nigeria’s education system. It also explores the implications of these perspectives for transforming the system, highlighting the need for a more nuanced understanding of knowledge, learning, and education. Ultimately, this study contributes to the ongoing conversation about education reform in Nigeria, offering a philosophical framework for rethinking the education system. By challenging existing assumptions and proposing alternative approaches, this analysis aims to inspire policymakers, educators, and stakeholders to work towards creating a 21st-century compliant education system that unlocks the full potential of Nigeria’s citizens.

Exploring the Lived Experiences of University Students: The Influence of Parental, and Peer Expectations and Mental Health in Lusaka, Zambia

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University students globally navigate significant expectations from parents and peers, which can profoundly impact their mental health. While these expectations can motivate, they often generate stress and anxiety, particularly when perceived as unrealistic. Existing literature highlights this dual effect, but there is a scarcity of qualitative, in-depth research on this topic within the African, and specifically Zambian, higher education context. This study aimed to explore the lived experiences of university students in Lusaka, Zambia, regarding the influence of parental and peer expectations and mental health. Its specific objectives were to: explore parental expectations and mental health based on students’ experiences; explore peer expectations and mental health based on students’ experiences; and determine whether students perceive these expectations as contributing positively or negatively to their overall mental health.

This qualitative study explored the lived experiences of university students in Lusaka, Zambia, regarding the influence of parental, peer expectations and mental health. Utilizing a phenomenological research design, in-depth semi-structured interviews were conducted with 20 university students, of which 11 students were from the University of Zambia, and 9 students were from Levy Mwanawasa Medical University. A focus group discussion was utilized as a second data collection method, with 8 university students from the initial group of students that participated in the interview process, 3  university students of which were from Levy Mwanawasa Medical University, and 5 university students were from the University of Zambia. All university students who participated, were aged 18–27. Thematic analysis was employed to analyze the data.

Findings reveal that parental expectations are a pervasive and powerful influence, often centered on academic and career success. While these expectations were sometimes described as motivating and linked to improved academic performance, they more frequently generated significant psychological distress, including stress, anxiety, feelings of being overwhelmed, and a loss of autonomy, particularly when perceived as unrealistic or misaligned with the student’s own goals. Peer expectations primarily manifested as pressure to perform academically and conform socially. Their impact was more varied; some students reported resilience and motivation from positive peer influence, while others experienced anxiety and social pressure to meet group norms.

Overall, the study concludes that expectations act as a double-edged sword. Their effect on mental health is contingent on their nature, source, and the individual’s perception. The study highlights the critical role of balancing high expectations with emotional support and autonomy to safeguard student well-being. It recommends enhanced university support services and culturally sensitive interventions to help students navigate these pressures and promote mental health in the Zambian higher education context.

A Practical Exploration on the Integration of Modern Information Technology and Chinese Language Pedagogy in Higher Education

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This paper systematically investigates the practical value of integrating modern information technology into the pedagogy of Chinese language majors in higher education. It aims to provide an effective reference for enhancing students’ comprehensive proficiency in applied Chinese and cultivating their cross-cultural communicative competencies. Furthermore, this study seeks to facilitate the continuous optimization and upgrading of Chinese language instruction toward highly efficient and smart educational paradigms.Employing a quasi-experimental design and quantitative analysis, this research contrasts the traditional pedagogical model with a digitally empowered diversified teaching framework. The instructional intervention emphasizes the application of digital resource-sharing platforms, Virtual Reality (VR), Artificial Intelligence (AI), and Big Data analytics. In conclusion, the application of information technology within the pedagogy of Chinese Language and Literature in higher education yields substantial advantages. It not only broadens the channels for sourcing instructional content, diversifies the modalities of classroom instruction, and enhances learners’ academic efficacies, but also facilitates the precise, data-driven evaluation of the pedagogical process. Consequently, higher education institutions should proactively explore pathways for the deep integration of information technology with Chinese language pedagogy, thereby effectively elevating the instructional quality of Chinese language courses.​

Intergenerational Caregiver Strategies in Caring for Parents and Maintaining Personal Well-Being

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This study explores how young intergenerational caregivers navigate caregiving responsibilities toward aging parents while maintaining their personal well-being. Employing a qualitative descriptive design, the research examines the lived experiences of three university students in Jakarta who simultaneously manage academic commitments, paid employment, and family caregiving. Data were collected through in-depth interviews, observation, and documentation, and analyzed using Miles and Huberman’s interactive model supported by NVivo 12 Plus. The findings reveal that caregiving among young adults operates as a multidimensional process involving financial management, emotional regulation, and role negotiation. Participants adopted structured income allocation strategies, pursued flexible supplementary work, and practiced careful time management to balance parental care with personal and educational needs. Despite these adaptive efforts, caregivers experienced significant psychosocial pressures, including stress, fatigue, and heightened moral responsibility, shaped by cultural expectations of filial duty and uneven family role distribution. Caregiving responsibilities frequently concentrated on individuals who were structurally available, accelerating their transition into adult roles and constraining personal aspirations.The study highlights forms of everyday resilience developed through pragmatic coping practices and family solidarity. However, reliance on individual adaptability also exposes gaps in formal support systems. These findings underscore the need to reconceptualize intergenerational caregiving as a shared social responsibility rather than an individual burden. Policy interventions integrating financial assistance, educational flexibility, mental health services, and community-based caregiver support are essential to sustain the well-being of young caregivers. The study contributes to caregiving and social development literature by providing empirical insight into how young adults construct meaning, strategy, and identity within intergenerational care arrangements in urban Indonesia.

Exploring The Impacts of online Game-Based Applications on Enhancing Learning Motivation among Primary School Students

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This study investigates the impact of online game-based applications (OGBA) on enhancing learning motivation among primary students in English as a Foreign Language (EFL) classrooms in Vietnam. Although digital game-based learning has been widely associated with increased engagement, limited research has systematically examined its motivational mechanisms within primary-level EFL contexts in developing countries. Drawing upon Self-Determination Theory and Flow Theory, this study employed a convergent mixed-methods design involving 50 Grade 5 students and three teachers over a 12-week instructional intervention. Quantitative data were collected through a validated Likert-scale questionnaire measuring five motivational dimensions, while qualitative insights were obtained from semi-structured interviews and classroom observations. Descriptive and thematic analyses revealed consistently high levels of student motivation, particularly in interest, participation, and perceived competence. Students reported increased concentration, confidence, and willingness to engage when OGBA platforms such as Kahoot and Wordwall were integrated into instruction. However, moderate challenges related to time constraints, competitive pressure, and technological issues were also identified. The findings suggest that OGBA can effectively strengthen intrinsic and identified forms of motivation when pedagogically aligned with learning objectives. This study contributes context-sensitive evidence to the growing literature on digital game-based learning in primary EFL education and offers practical implications for sustainable technology integration in similar educational settings.

Optimizing Company Profile as a Public Communication Tool in Educational Institutions

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This study aims to analyze the public communication strategy implemented by Bimbel CEC, a non-formal educational institution, through the use of its company profile. The company profile functions not merely as an informational medium but as a strategic communication tool to build institutional image, convey vision and mission, and reach wider audiences, including prospective franchise partners. This research adopts a descriptive qualitative approach, with data collected through in-depth interviews with two key informants: the Chief Executive Officer and the Co-Founder. Data analysis was conducted using NVivo software with thematic coding to identify key themes. The findings reveal that Bimbel CEC employs a multi-channel communication strategy, utilizing digital, print, electronic, and face-to-face media in an integrated manner. Message formulation emphasizes structured content, audience-based customization, visual storytelling, and soft selling approaches. Strategic adjustments are made regularly in response to technological advancements, curriculum changes, and social media trends. This study concludes that the company profile is not only a promotional asset but also a dynamic communication medium that embodies the institution’s values and positioning aligned with Kotler’s concepts of integrated marketing communication and strategic branding.

Building Trust in Agentic AI: TRACE Framework for Policy-Driven Multi-Agent System Design

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The rapid adoption of multi-agent AI systems— ranging from prescriptive, workflow-driven deployments to fully agentic, autonomous ecosystems—raises urgent challenges for trust, accountability, and regulatory compliance. This paper introduces the TRACE Framework (Trust, Review, Accountability, Critique, Explainability), a governance-first architecture designed to make multi-agent AI systems auditable, policy-aligned, and operationally reliable across varying degrees of agent autonomy. TRACE embeds governance anchors at the agent level, enforces data privacy and policy checks, supplies a dedicated Critic agent for meta-validation, and preserves human-in- the-loop oversight where required. We present a layered architecture that separates Governance & Compliance, Operational Agents, and Oversight & Assurance, and provide a concrete methodology for instrumenting agent behaviour with provenance, explainability outputs, and per-agent metrics. A formal scoring rubric—comprising agent operational metrics, critic checks, and aggregation rules—yields an Overall System Confidence (OSC) that drives automated actions, human escalation, and continuous learning. Finally, we propose a suite of operational KPIs for each layer as Governance and Compliance Indicators (GCI), Agentic Performance Metrics (APM), and Assurance Indicators (AI) that enable financial institutions and other regulated organisations to deploy multi-agent systems that are efficient, auditable, and compliant. TRACE bridges the gap between regulatory expectations and system engineering practice— providing a practical roadmap for trustworthy multi-agent AI deployment in high-stakes domains.

How Job Satisfaction Shapes Affective Commitment: The Moderating Roles of Innovative Climate and Innovative Behavior in a Government Institution

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Public sector organizations face persistent challenges in strengthening employees’ affective commitment within rigid bureaucratic structures and increasing demands for innovation. Job satisfaction remains a critical issue, and efforts to promote an innovative climate and innovative behavior do not always translate into stronger emotional attachment to the organization. These conditions highlight the importance of understanding how job satisfaction and innovation-related factors interact in shaping affective commitment. This study examines the effect of job satisfaction on affective commitment, with innovative climate and innovative behavior tested as moderating variables. A quantitative explanatory design was employed using a census survey of 115 civil servants and probationary civil servants at the Regional Office XII of the National Civil Service Agency in Pekanbaru, Indonesia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Job satisfaction was modeled as a second-order construct reflected by satisfaction with pay, promotion, supervision, coworkers, and the work itself. The results indicate that job satisfaction has a positive and significant direct effect on affective commitment. Innovative climate and innovative behavior also show significant direct effects, but their moderating effects are not supported. Satisfaction with promotion emerges as the most dominant dimension, followed by satisfaction with pay and supervision. Overall, job satisfaction remains the primary antecedent of affective commitment, while innovative climate and innovative behavior act as complementary contributors. These findings highlight the importance of fair career advancement, equitable compensation, and supportive organizational practices.

Quality of Work Life of Female School Teachers – An Empirical Analysis

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This study examines the quality of work life among female school teachers in Thiruvananthapuram district in Kerala. The study investigates; various organizational and personal factors influence their professional well-being and satisfaction. The comprehensive literature review, identifies gender inequality, workplace stress, work-life balance challenges, and organizational support as critical dimensions The research employs quantitative methodology to assess the key variables, like workload, working hours, flexibility, organizational support, and stress levels among fifty participants. Descriptive statistical analysis reveals that organizational support emerges as the most consistently positive factor with the highest mean and lowest variability. On the other hand, workload presents the lowest satisfaction levels with significant individual differences in stress experiences. Correlation analysis indicates a significant negative relationship between organizational support and stress levels, that reflects an enhanced organizational support, that effectively mitigates workplace stress among female teachers. The findings suggest that targeted interventions focusing on workload management, improved work flexibility, sustained organizational support, and stress reduction strategies are essential for enhancing the quality of work life and professional sustainability of female school teachers in Thiruvananthapuram.

Social Media Leads to Stress and Depression for Working Adults

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Today’s digital age has made social media platforms crucial to people’s everyday lives by facilitating many types of interaction, including communication, information dissemination, and professional networking. However, many people’s mental health has suffered as a result of the extensive use of social media, especially adults in the workforce. To what extent do working individuals’ social media habits contribute to their stress and mental health? That’s the question this report sets out to answer. The examine how the intrusive nature of social media, the pressure to maintain an online presence, and the constant exposure to curate online personas can lead to increased stress and vulnerability to depression through a comprehensive literature review and empirical analysis. The research highlights the need for more research into the effects of social media use on mental health and well-being and the significance of targeted interventions and digital literacy programs in helping to lessen the negative effects of social media use among this demographic. This research adds to the expanding body of information about the link between technology and mental health, providing insights that may help people and institutions encourage more positive online habits and cultivate a healthier perspective on technology.

The primary goals of this study are to investigate how much time spent on social media sites is associated with increased levels of stress and depression, to pinpoint specific social media behaviours that correlate with these adverse outcomes, and to investigate moderating factors that may influence the observed associations. This study used a mixed-methods strategy, combining quantitative survey data with qualitative interviews, to shed light on the intricate relationship between social media use, mental health, and the realities of today’s contemporary workforce.