Multidisciplinary Journal of Education, Research and Development

Unity in diversity through education: a theoretical framework for promoting national integration in Nigeria

Stella C. Ezeh — 2026-09-15

Nigeria’s multi-ethnic, religious, and cultural diversity has continued to present both opportunities and challenges to national unity and social cohesion. This paper examined education as a theoretical framework for promoting unity in diversity and sustainable national integration in Nigeria. The study discussed the concepts of unity in diversity, education, and national integration, while highlighting the relevance of education in fostering civic responsibility, peacebuilding, cultural tolerance, and intercultural understanding among citizens. The paper further explored Functionalist Theory, Multicultural Education Theory, and Social Learning Theory as foundational perspectives explaining how education can promote shared values, social stability, tolerance, cooperation, and peaceful coexistence in a plural society. In addition, the study identified major challenges affecting national integration through education, including ethnic and religious divisions, inequality in educational access, weak policy implementation, poor value orientation, insecurity, inadequate funding, and corruption. The paper concluded that education remains a strategic instrument for strengthening national consciousness and peaceful coexistence in Nigeria. It therefore recommended inclusive educational policies, peace-oriented curriculum reforms, teacher training, equal educational opportunities, and intercultural programmes as measures for enhancing national integration and sustainable nation-building in Nigeria.

An assessment of methods of teaching Computer Science courses to Science students in Colleges of Education to ascertain the extent to which digital tools are integrated into science classroom

Henrietta Chiamaka Okeke — 2026-09-16

The study assessed the methods of teaching computer science courses to school of science students in Colleges of Education in Anambra State. The study aims to ascertain the extent to which computer science educators make use of digital tools such as simulation software, data analysis tools, and interactive platforms, to enhance the learning experience of science students. The research methodology used in this study is a descriptive survey which involves students and educators of the colleges of education in Anambra State, observation of classroom practices and analysis of course materials which helped in the gathering of data on the extent of digital tools integration in the teaching and learning of computer science courses in science classrooms. Preliminary findings suggest that there are indeed available digital tools meant to improve teaching and learning of computer science courses in science classrooms, but the implementation is yet to meet the desired expectations. This is largely due to limited educators' training, lack of specific guidelines, and lack of adequate funding by the government. The study recommends adequate training for computer science educators, provision of effective learning environment for science students, and providing guidelines for the use of digital tools in teaching Computer Science courses to science students.

Role of Academic Libraries in Enhancing Research Productivity among Students in Tertiary Institutions in Nigeria

Tochukwu Jude Okoli — 2026-09-16

This study examined the role of academic libraries in enhancing research productivity among students in tertiary institutions in Nigeria. The study was motivated by the increasing concern over poor research quality, inadequate utilization of library resources, and challenges affecting academic research among students. The study adopted a descriptive survey research design. A total of 350 respondents were selected from universities, polytechnics, and colleges of education across Nigeria using simple random sampling technique. Questionnaire was used as the instrument for data collection, while the data collected were analyzed using frequency tables, percentages, and mean scores. The findings of the study revealed that academic libraries significantly enhance students’ research productivity through the provision of textbooks, journals, electronic databases, internet facilities, and librarians’ assistance. The study also discovered that inadequate funding; outdated materials, poor internet connectivity, irregular power supply, and low awareness of library services were major challenges affecting effective library utilization in tertiary institutions. The study concluded that academic libraries remain essential for improving students’ research productivity and academic development in Nigeria. The study recommended adequate funding of academic libraries, modernization of library facilities, and regular orientation programmes for students on effective library usage and research skills.

Revitalizing secondary schools through entrepreneurship education in Nigeria

Uche Obumneme Amaechina — 2026-09-16

Entrepreneurship education in Nigeria seeks to provide students at all level of education with the knowledge, skills and motivation to encourage entrepreneurial success in a variety of ventures. This paper focused on revitalizing secondary schools through entrepreneurship education. It highlighted the concepts of entrepreneurship education, entrepreneurship education in secondary schools and challenges of entrepreneurship education in Nigeria. The paper concluded that, entrepreneurship education is a central pillar to economic growth and development, as well as employment generation and poverty alleviation which has not been fully embraced and functional in Nigeria. Recommendations were made which include that: students should be trained very well in the area of technology and computer manipulation for a genuine business online, entrepreneurship education should be introduced in the schools right from primary, through secondary and to tertiary institutions and that the government should ensure that the curriculum of secondary education is strengthened to accommodate more business and vocational courses and training.

Rethinking United Nations (UN) peacekeeping in an era of new wars: structural challenges and strategic reforms in Africa, 2020–2025

Onyinye N. Chukwujekwu — 2026-09-16

The period 2020–2025 marked a decisive shift in global conflict dynamics. The rise of asymmetric, fragmented, and digitally driven "new wars" has fundamentally challenged the foundations of United Nations (UN) peacekeeping. This article examines how emerging conflict patterns characterized by violent extremism, transnational armed networks, geopolitical competition, and information warfare expose deep structural limitations within legacy peacekeeping models. Using a comparative qualitative case-study design, this research triangulates data across four flagship missions: MINUSMA (Mali), MONUSCO (DR Congo), MINUSCA (Central African Republic), and UNMISS (South Sudan). The theoretical framework integrates Strategic Peacekeeping Theory to evaluate mandate–capacity alignment, and Political Settlement Theory to analyze institutional performance in environments lacking inclusive elite bargains. The findings reveal five systemic structural challenges: mandate–capacity mismatches, the erosion of host-state consent, geopolitical rivalries that undermine neutrality, acute operational vulnerabilities in mobility and intelligence, and severe legitimacy crises driven by digital disinformation. These constraints collectively impede mission effectiveness and threaten the long-term strategic relevance of UN interventions. To address these vulnerabilities, the article outlines a comprehensive reform agenda centered on mandate differentiation, intelligence-led operations, cyber-defense capabilities, hybrid UN–regional mission structures, and the subordination of military deployment to clear political strategies. These strategic interventions offer a pragmatic roadmap for recalibrating UN peacekeeping into an adaptive, legitimate, and effective instrument for 21st-century international security.

Early childhood care, development and education in Nigeria: foundations for quality and sustainable learning

Carol Uchenna Ofunwa — 2026-09-16

Early Childhood Care, Development and Education (ECCDE) provides the essential foundation for lifelong learning, human capital formation, and sustainable national development. This paper examines the state of ECCDE in Nigeria within the context of rethinking quality education to ensure innovation, inclusion, and sustainability. Drawing on recent empirical studies and policy documents from 2019 to 2025, the paper analyses the gap between Nigeria's progressive policy framework for ECCDE and the reality of implementation on the ground. Key challenges identified include inadequate funding, insufficient teacher preparation, poor infrastructure, limited access in rural and underserved communities, and weak monitoring mechanisms. The paper also highlights emerging opportunities, including the EdoBEST early childhood education initiative, community-based interventions, and new policy directions under the 2020 National Minimum Standards for ECCE. The paper concludes that meaningful progress requires a multi-sectoral approach involving increased budgetary allocation, enhanced teacher education, community engagement, and stronger accountability mechanisms. Recommendations are offered for policymakers, educators, and development partners committed to building a resilient and inclusive early childhood education system in Nigeria.

Towards a responsible artificial intelligence policy framework for Nigerian colleges of education: implications for educational leadership, policy and teacher preparation

Ndidi Gloria Onyilibe — 2026-09-16

Artificial Intelligence (AI) is rapidly changing higher education. It is reshaping teaching, learning, research, governance, and administration. Even with the growing global use of AI, its integration into Nigerian Colleges of Education is uneven. This is due to weak institutional policies, limited digital infrastructure, insufficient understanding of AI, ethical concerns, and poor governance. Most studies have looked at AI adoption, its opportunities, challenges, and ethical issues in higher education. However, few have focused on creating governance frameworks for teacher education institutions. This paper aims to fill that gap by proposing a Responsible Artificial Intelligence Policy Framework (RAIPF) for Nigerian Colleges of Education. The paper draws on recent research and international policies on responsible AI in education. It examines the leadership, policy, technology, ethics, teaching, and governance aspects of AI integration. The proposed framework includes seven related policy pillars: leadership and governance, AI policy and compliance, digital infrastructure and readiness, capacity building and professional learning, curriculum innovation and responsible AI teaching, ethics and data governance, and monitoring, evaluation, quality assurance, and ongoing improvement. Together, these pillars create a governance framework that encourages strategic AI governance and inclusive AI implementation in Nigerian Colleges of Education. This paper contributes to educational management and policy discussions by suggesting a specific AI governance framework that can guide policy development, improve teacher preparation, inform regulations, and provide a basis for future research on responsible AI in teacher education.

Exploring Entrepreneurial soft skills and workforce readiness of business education students in federal college of education (Technical), Umunze

Josiah Chibuike Amaliri — 2026-09-16

The study explored entrepreneurial soft skills and workforce readiness of Business Education students in Federal College of Education (Technical), Umunze. Descriptive survey research design was adopted for the study. The population of the study comprised of66 Business Educators, 130 NCE Year 3 and Degree Year 4 students of School of Business Education, Federal College of Education (Technical), Umunze. Simple random sampling technique was used to select 50 Business Educators and 100 Business Education students. The instrument for data collection was a structured questionnaire. It was constructed on a 4-point scale format which contains 22 questionnaire items. Cronbach Alpha reliability test was conducted on the survey instrument and the items in the survey tool had the reliability index of 0.84 which denotes that the instrument is reliable. The study used mean and standard deviation to analyze the research questions, while t-test statistic was used to test the null hypotheses. Findings of the study revealed among others that, critical thinking skills enable Business Education students to engage in an objective analysis of a complex problem to form a judgment. Based on the findings, it was recommended among others that, Business Education students should possess something extra than just the knowledge of subject matter which are the soft skills that are highly needed by employers and business executives.