ABSTRACT
District-level planning plays a pivotal role in shaping the quality and equity of basic education, especially within decentralised systems. In Ghana, where educational disparities persist across regions, examining how local planning influences learning outcomes is both timely and essential. This review examine how district-level planning influences the quality of basic education in Ghana a question that lies at the heart of educational equity and systemic reform in developing contexts. Drawing on literature published between 2010 and 2025, the review considers how decentralised planning, when done well can serve as a powerful lever for transforming learning outcomes at the local level. It probes how decisions made at the district level about teacher deployment, financing, curriculum implementation, and stakeholder engagement shape not just access to education, but its depth, relevance, and inclusivity. While Ghana has invested heavily in policy frameworks like the Education Strategic Plan and decentralisation reforms, implementation remains uneven. Districts continue to face persistent challenges for instance weak data infrastructure, limited financial autonomy, inadequate planning capacity, and political interference. Yet, there are hopeful signs. Evidence from selected districts shows that where planning is inclusive, data-informed, and grounded in local realities, schools achieve better results especially for the most marginalised learners. The review concludes by arguing that district-level planning must move beyond technical compliance to become a practice of adaptive, participatory, and equity-driven leadership if Ghana is to realise its vision of quality education for all.

ABSTRACT
Poor academic performance in rural community secondary schools remains a major concern because it constrains educational progression, weakens human-capital development, and reproduces social inequality across already disadvantaged communities. Although recent African and Nigerian studies increasingly show that student achievement is shaped by interacting school, teacher, home, and learner conditions, there remains limited integrated evidence from rural community secondary schools in Nsukka, Enugu State. This study investigated students’ perceived determinants of poor academic performance in selected rural community secondary schools in Nsukka. A quantitative descriptive survey design was adopted. The target population comprised 977 students from three selected schools, from which 280 respondents were selected through purposive school selection followed by proportionate simple random sampling. Data were collected using a structured questionnaire organized into demographic items and four substantive domains: parent/home-based, school-related, teacher-related, and student-related factors. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were used for analysis. Mean scores of 2.75 and above were interpreted as major perceived factors, scores from 2.50 to 2.74 as minor perceived factors, and scores below 2.50 as non-significant factors. The results show that lack of parental encouragement, weak parent/guardian involvement, inadequate teaching and learning materials, distance from home to school, unsuitable home study environments, poor teacher–student relationships, teachers’ failure to complete schemes of work, student lateness, and student absenteeism were the most salient perceived contributors to poor academic performance. The study concludes that poor performance in the selected schools is not reducible to individual learner weakness; rather, it reflects a multidimensional ecology of home support, school resources, classroo

ABSTRACT
This study investigated the effect of Senior High School (SHS) teachers’ perceptions of Information and Communication Technology (ICT) on their Actual Use (AU) of these tools in teaching. Guided by the Technology Acceptance Model (TAM), the study examined three primary constructs: Perceived Usefulness (PU), Perceived Ease of Use (PEU), and Actual Use (AU) of ICT. Data were collected from 548 SHS teachers using a structured questionnaire and analyzed using descriptive statistics and multiple regression analyses. Findings revealed that teachers held high perceptions of both the usefulness and ease of use of ICT tools, with mean scores for PU and PEU consistently above the midpoint of the 7-point Likert scale. Results also showed a moderately high level of actual ICT use, although this varied across specific teaching practices and was influenced by institutional support. The regression analysis demonstrated that PU significantly influenced AU, explaining over 51% of the variance in teachers’ ICT use. Similarly, PEU significantly influenced both PU and AU, accounting for nearly 50% of the variance in each case. These findings confirm the central role of teacher attitudes in determining ICT integration. The study concludes that fostering positive perceptions of ICT’s value and usability is crucial for increasing its classroom application. It recommends sustained professional development, peer collaboration, and investment in digital infrastructure to enhance ICT integration. The findings provide useful implications for a contextual comprehension of technology adoption in Ghana’s education system and offer practical implications for policymakers, school administrators, and teacher training institutions.

ABSTRACT
Artificial Intelligence (AI) is increasingly being adopted in education to enhance assessment and feedback processes. This study investigated the perceptions of Grade 10 students and mathematics teachers regarding the use of AI for assessment and feedback in Vietnamese high schools. A quantitative survey was conducted with students and teachers from several high schools in central Vietnam. Data were collected through structured questionnaires and analyzed using descriptive statistics. The findings indicate that students frequently use AI tools such as ChatGPT and Photomath to support mathematics learning and receive immediate feedback. Both students and teachers generally expressed positive attitudes toward AI, recognizing its potential to improve learning effectiveness, personalize feedback, and reduce teachers’ workload. However, concerns were raised regarding the accuracy of AI-generated responses, overreliance on technology, academic integrity, and limitations in digital competencies. The study concludes that AI has significant potential to improve assessment and feedback in secondary mathematics education. To maximize its benefits, schools should strengthen digital infrastructure, provide training for teachers and students, and establish clear guidelines for responsible AI use.

ABSTRACT
The main purpose of the study was to determine the extent to which digital marketing strategies influenced students’ enrollment in public universities in South-East, Nigeria. Two research questions and two null hypotheses were formulated and tested at .05 level of significance. Descriptive survey research design was utilized for this study. The population for the study comprised all the 84 Guidance Counsellors in the seven public universities in South-East, Nigeria. No sampling was involved in the study. A 17 itemed questionnaire was used for data collection. The instrument was validated by three research experts. The reliability of the instrument was determined using Cronbach Alpha Reliability estimate. The overall reliability coefficient stood at .57, indicating that the instrument was reliable and suitable for the study. Mean and standard deviation were used in answering the research questions that guided the study, while t-test statistic was used to test the null hypotheses formulated to guide the study at .05 level of significance. From the result of the findings, it was concluded that to a great extent video content creating and Educational Apps strategy influence student enrollment in public universities in South-East, Nigeria. It was also concluded that there was no significant difference between the mean scores of male and female Guidance counsellors on the extent to which video content creating and Educational Apps strategy strategies influence student enrollment in guidance and counselling in public universities in South-East, Nigeria. The researchers recommended that deliberate efforts should be made by the Government and Management of Universities in South-East, at utilizing digital marketing strategies to influence student enrollment in guidance and counselling in public universities in South-East, Nigeria.

ABSTRACT
Despite growing policy commitments to equality, inclusion, and human rights, many African societies continue to experience persistent challenges such as discrimination, social exclusion, gender inequality, ethnic tensions, and unequal educational opportunities. These challenges highlight the need for educational approaches that promote diversity, social justice, and social cohesion. This study explored the potential of Competency-Based Curriculum (CBC) to advance diversity and social justice in Africa, with particular focus on East Africa, and developed an African-centered conceptual model to guide curriculum development. The study employed a systematic literature review and qualitative document analysis of curriculum frameworks, policy documents, scholarly literature, and reports from international and regional organizations. The analysis examined contemporary perspectives on curriculum reform, inclusive education, social justice, diversity, and competency-based learning. Findings indicate that diversity and social justice can be effectively integrated into CBC through inclusive curriculum content, learner-centered and transformative pedagogies, values and competency development, inclusive assessment practices, teacher preparation, and community engagement. Based on these findings, the study proposes the African Diversity and Social Justice Curriculum Model (ADSJCM), a conceptual framework comprising six interconnected components designed to support the development of inclusive, equitable, and socially responsive education systems. The study concludes that curriculum reform grounded in African realities and competency-based principles can play a critical role in fostering social cohesion, inclusion, democratic participation, and sustainable development across the continent.

ABSTRACT
A survey conducted among 128 early childhood education majors revealed high levels of both AI awareness and demand for AI integration in training, with scales demonstrating robust internal consistency (Cronbach’s α = 0,800–0,897). Significant differences across academic years were observed only in the frequency of AI usage and the perception of AI specifically within music education; conversely, general awareness and training needs remained relatively uniform across the cohorts. These findings suggest that while students maintain a positive attitude toward AI, their capacity to implement it within professional contexts remains inconsistent. Furthermore, while the use of AI for general learning has become prevalent, it does not yet fully reflect pedagogical competence or the ability to evaluate learning outcomes. Notably, challenges in AI utilization persist at a significant level and do not show a marked decrease as student progress through their seniority. This study highlights a distinct gap between perception and practice, emphasizing the necessity of integrating AI into teacher education through a competency-based, oriented, and systemically supported approach, rather than merely focusing on tool accessibility.