Edu Rekha International Journal of Arts, Law and Social Science
Volume-2 Issue-4 (July-August) 2026

EDUCATIONAL INNOVATION, CREATIVITY AND RESEARCH AS A TOOL IN THE TRANSFORMATION OF TEACHING AND LEARNING PROCESS IN NIGERIA

HAMIDU MOHAMMED JADA Ph.D.1* & JAMILAH ABBA Ph.D.2

View PDFPage: 01-07

The study accessed the Educational Innovation, Creativity and Research as a Tool in the Transformation of Teaching and Learning Process in Nigeria, it is conceptual in nature, with the view to proffering solution against the demon attached to teaching and learning more especially in Nigeria. in this making, the paper is divided into the following sub-headings: the concept of educational innovation, definition of education, concept of educational innovation, relativity and innovation in education, concept of educational research, concept of transformation of learning recommendations, conclusion and references in order to enhance higher quality of learning productivities/outcomes in Nigeria   

Keywords: Educational Innovation, Research Creativity, Transformation of Teaching and Learning 

Humanizing the Use of Artificial Intelligence in Education with Consciousness and Empathy in the Era of Digital Transformation in Universities of Northern Nigeria

Aminu Ahmed BUBA (Ph.D)1*, Nana Aisha MUHAMMAD2, Medina MOHAMMED (Ph.D)3

View PDFPage: 08-19

This study examined the humanization of artificial intelligence (AI) in education through consciousness and empathy within the context of digital transformation in federal universities in Northern Nigeria. Specifically, it assessed the extent of AI adoption in teaching and learning, the influence of delegated incompetence on AI utilization among lecturers, the role of consciousness and empathy in promoting human-centered AI practices, and the challenges affecting AI implementation. A cross-sectional survey design was adopted. The population comprised academic staff from federal universities in Northern Nigeria, from which 356 respondents were selected using multi-stage and stratified random sampling techniques. Data were collected using the validated Humanized AI Integration in Education Questionnaire (HAIE-Q), and 334 valid responses were analyzed, representing a 93.8% response rate. The findings revealed a high level of AI adoption in teaching and learning, particularly in enhancing learning experiences and supporting instructional activities. However, institutional support and access to AI tools were found to be inadequate. The study also identified evidence of delegated incompetence, as lecturers reported reduced independent academic effort and increased reliance on AI-generated outputs. Consciousness and empathy emerged as essential components of human-centered AI implementation, receiving strong support from respondents. Furthermore, a significant positive relationship was found between delegated incompetence and the need for AI practices grounded in consciousness and empathy (r = 0.982, p < 0.01). Major challenges included inadequate funding, poor electricity supply, data privacy concerns, weak technological infrastructure, lack of training opportunities, high costs of AI tools, and fear of misuse. The study concluded that AI can significantly advance digital transformation in higher education when guided by ethical, conscious, and empathetic practices. It recommended ethical AI policies, staff capacity building, improved infrastructure, and balanced integration of AI and human intelligence.

Keywords: Digital education, artificial intelligence, Delegated Incompetence Theory, consciousness, empathy, ethical pedagogy, human-centered technology, sustainable development.

MANAGEMENT OF FREE AND COMPULSORY PRIMARY EDUCATION IN NORTH – WEST ZONE, NIGERIA: MYTHS AND LOCAL REALITIES.

Muhammad Kabir Idris PhD1* & Jamila Abba PhD2

View PDFPage: 20-25

This paper examines the provision and management of free and compulsory primary education program in North – west zone of Nigeria. Two research objectives guided the conduct of the study. Literature on historical antecedents of primary education, problems and challenges experienced along the journey, current trends and other related issues are reviewed. The study discovers that; inadequate funding, rapid expansion in enrolment figures, poor infrastructure and inadequate facilities, ineffective supervision, inadequate data for planning, brain-drain and proliferation of poor quality teachers and insecurity are among the foremost hitches militating against effective management of free and compulsory primary education program in North – west zone. It is based on these findings that improving community participation in the management of public primary education through school – based management committees and PTA, and patronizing school – based staff developmental programs, among others are recommended for improvement.

Keywords: free and compulsory, primary education, myths, realities, prospects.

GREEN INNOVATION AND ENTREPRENEURSHIP FOR SUSTAINABLE DEVELOPMENT TRANSITIONS

DR SHAIBU, OGWUCHE GABRIEL1*, AMEH OKPE2, V/REV DR CHIKEZIE IHEOMA3, PROF NJOKU O. CHRISTIAN4, DR ANYANWU HYGINUS CHUKWUEMEKA5, BASSEY MAGDALENE6

View PDFPage: 26-31

The growing need for sustainable development in developing economies underscores the importance of green innovation and entrepreneurship as key drivers of systemic change. This study examined the role of green innovation adoption and entrepreneurial initiatives in advancing sustainable development transitions in Imo State, Nigeria. Employing a cross-sectional survey design, data were collected from 215 managers, owners, and senior staff of green-oriented firms using a structured questionnaire titled Green Technology and Entrepreneurship for Sustainable Transitions Questionnaire (GTETSQ), validated with a reliability coefficient of 0.89. Data analysis was conducted using the Spearman Rank Order Correlation Coefficient at a 0.05 significance level. Findings revealed that green innovation adoption significantly improves sustainability outcomes by enhancing environmental performance, resource efficiency, and long-term competitiveness. Entrepreneurship was also found to play a critical role in driving sustainable transitions by promoting innovation, embedding eco-friendly business models, and transforming environmental challenges into viable business opportunities. The study concludes that green innovation and entrepreneurship are essential enablers of sustainable development in Imo State and recommends government incentives, capacity-building programs for entrepreneurs, and supportive policies to accelerate sustainability-driven innovation and foster long-term resilience.

Keywords: Green Innovation, Entrepreneurship, Sustainable Development Transitions, Eco-Innovation, Competitiveness

Conceptual Change Model as a Catalysts for Intellectual Transformation of Biology Students Academic Achievement and Retention in Genetics concept Among Secondary Schools Students in Dawakin Kudu Zone, Kano State, Nigeria.

Auwalu Abdullahi Tijjani1*, Aisha Muhammad Yakasai2, Najib Usman3, Khadija Ado Saleh4 & Shamsudden Rabiu5

View PDFPage: 32-37

This study investigates the Effects of Conceptual Change Model Strategy on Academic Achievement and Retention of the Concepts of Genetics among Secondary School Students in Dawkins Kudu Zone, Kano state, Nigeria. Using quasi-experimental of the pretest-posttest and post post-test non-equivalent control group design. Data were collected from the population of 2,389 SS III students in the 12 public co-educational secondary schools in the area with 975 males and 1,432 females using Simple random sampling technique. Two objectives, two research questions and two null hypotheses guided the study. Genetics Achievements Test (GAT) was used for Data collection and it was validated by experts from science and technology education department from Bayero university kano. Pilot study was conducted using Test-retest method to ascertain the reliability coefficient of the instrument which yielded a reliability coefficient of 0.81when analysed using Pearson Product Moment Correlation (PPMC). The instrument was found reliable for data collection. The data collected were analyzed using descriptive statistics (Mean and Standard Deviation) for the research questions and inferential statistics (One-Way Analysis of Covariance) for the null hypotheses at p ≤ .05 significant level. The findings revealed that the experimental group, taught using Conceptual change model strategy, performed significantly better than the control group, which was taught using conventional methods. The study’s major contribution to knowledge is that the strategy significantly improves students’ academic achievement and retention. Hence, it was recommended that teachers should switch from conventional teaching methods to CCTS and should be retrained on the appropriate skills and models of the strategy to enhance students’ academic achievement and retention.

Keywords: Conceptual Change Model, Academic Achievement, Retention, Genetics, Kano State

Glaucoma Knowledge, Self-Reported Risk Factors, and Eye-Care Access in Selected Rural and Urban Communities of Abia State, Nigeria

Oluchi Ndidi Ekwufulem1*, Ifeyinwa Ogechi Chukwukwe2, Clement Abah Alexander3, Amarachukwu Faith Okafor4, Okechukwu Iheji5 & Chikezie Tochukwu Favour6

View PDFPage: 38-44

Background: Glaucoma is a progressive optic neuropathy and is the leading cause of irreversible blindness globally. Blindness can be prevented by public awareness of glaucoma, identification of risk factors, and eye-care habits. This study aimed to compare the knowledge, self-reported risk factors, and access to eye care services between selected rural and urban communities of Abia State, Nigeria.

Methods: A community-based comparative cross-sectional study was conducted among 468 adults aged ≥40 years (234 rural, 234 urban). Participants were selected using a multistage sampling method and completed a pre-tested interviewer-administered questionnaire. Ten items assessed glaucoma knowledge; a score ≥5 was classified as good knowledge. Data were analyzed using descriptive statistics and chi-square tests, with statistical significance set at p<0.05.

Results: Rural residents had significantly lower glaucoma awareness (35.9% vs 69.7%; p<0.001) and good knowledge (33.3% vs 68.4%; p<0.001) compared with urban residents. Compared to urban respondents, rural respondents were less likely to be aware of key prevention messages, such as glaucoma has no early symptoms (32.1% vs 85.5%), glaucoma runs in families (21.4% vs 59.8%), and blindness is preventable (29.9% vs 76.9%). There were no significant differences in self-reported risk factors by setting. Access to eye care was markedly lower in rural areas (34.2% vs 74.4%; p<0.001). Of those who could get access, 65.0% of rural people only had eye checks when they had symptoms, compared to 50.0% of urban people who had annual eye checks. Cost was the main barrier in both groups, followed by distance and lack of symptoms. The pattern of barriers did not differ significantly between communities (χ² = 0.50, p = 0.781).

Conclusions: Significant rural-urban disparities exist in glaucoma knowledge and preventive eye-care practices in Abia State. Targeted health education and community-based screening programmes, particularly in rural areas, are urgently needed to reduce avoidable blindness from glaucoma.

Keywords: glaucoma knowledge; risk factors; eye-care access; rural health; urban health; Nigeria

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