ABSTRACT
The paper critically examines value crisis and a high level of moral decadence inherent in Nigerian nation life. The paper conceptualizes human development as the sustained enhancement of the cognitive, psycho motor, affective and other competencies of individuals and groups to increase productivity. It sees education, especially African education as central in seeking to achieve this. It clarifies the concept of moral values and others and is skeptical about their functionality in contemporary human capacity development efforts in the country. A number of values are identified and recommended for inclusion in the curricular of our schools, primary through tertiary with a very strong belief in complete value reorientation for better communities growth in Nigeria.

ABSTRACT
“In ka ji Tambura sai Sarki,” meaning “Drums of war are only beaten for sovereigns,” encapsulates the unique position of sovereigns in Hausa culture. Sovereigns are distinguished by specific roles, behaviors, and attributes that set them apart from the “talaka” (ordinary folk), who cannot claim these qualities. As captured in the words of a praise singer, “Don ba a yin gasa da Sarki” (“No one can compete with the sovereign”), Hausa oral traditions consistently exalt sovereigns while reserving negative traits exclusively for their adversaries. This study examines Hausa oral songs to explore these cultural perceptions of sovereigns, employing Gusau’s (2015) Waƙar Baka Bahaushiya (WBB) as a framework. Primary data were collected through transcription and analysis of oral songs from memory cards, CDs, and both published and unpublished sources. Additionally, insights were gathered through consultations with courtiers and discussions with common folk in Hausa towns and cities to understand popular views on sovereignty. The findings reveal that Hausas attribute extraordinary qualities and powers to their sovereigns, perceiving them as reflective of the community’s own identity and status. This reverence explains the cultural norm of avoiding negative characterizations of sovereigns, highlighting their central role in Hausa sociopolitical and cultural life.

ABSTRACT
Education is an important element that really determines the quality of human life. In Islam, education is known as Tarbiyah al-Islamiyah (Islamic Education), which is interesting to discuss in this research. This research aims to discover how Islamic education can be understood from a scientific ontology perspective. To answer the research objectives, this research uses the library research with a content analysis approach which focuses on ontological studies surrounding the nature and objectives of Islamic education. In the end, this research concluded that Islamic education has very significant ontological content and is able to touch the realm of metaphysics, which of course differentiates it from other education. This research also found that Islamic education exists as a science because it meets the requirements as a science which includes the concepts, nature and objectives of Islamic education. Ontologically, Islamic education essentially upholds Islamic values, which in its implementation directs humans to study Islamic teachings in total with knowledge content that is cognitive (intellectual), affective (morals) and psychomotor (skills).

ABSTRACT
Makala haya yanahusu ujitokezaji wa matendo uneni katika tamthiliya ya Kivuli Kinaishi na Nguzo Mama. Lengo la Makala haya, ni kuchunguza mazingira yanayoukilia utokeaji wa matendo uneni katika tamthiliya ya Kivuli Kinaishi na Nguzo Mama. Data za zilikusanywa kwa njia ya uchanganuzi matini na kuwasilishwa kwa njia ya maelezo. Sampuli ya utafiti ilikuwa ni tamthiliya mbili ambazo ni Nguzo Mama na Kivuli Kinaishi, sampuli hizi zilipatikana kwa kutumia mbinu ya kutabakisha na mbinu ya usampulishaji vigezo. Makala haya yameongozwa na Nadharia ya Kitendo uneni kama ilivyoasisiwa (1962) na Austin kuendelezwa na Searle (1975). Matokeo yanaonesha kuwa, kuna mazingira maalumu yanayoukilia utokeaji na utendekaji wa matendo uneni. Mazingira hayo ni: wakati muafaka, lengo la tukio, hadhi na mamlaka ya mtoa usemi. Kadhalika, vifaa maalumu vya kufanikisha tendo uneni husika na hadhira inayoathirika na tendo uneni hilo. Kwahiyo, watafiti na wataalamu wa fasihi wanapaswa kujikita katika tanzu zote za fasihi andishi hasa kwenye tamthiliya ili kuchunguza matendo uneni na mazingira ambayo hupelekea kutokea kwa matendo uneni. Hii ni kutokana na ukweli kwamba matendo uneni ni mbinu mojawapo ambayo waandishi huitumia kama ubunifu wenye kuleta tija katika tanzu za fasihi andishi.

ABSTRACT
This study explores rural teachers' perspectives on integrating Large Language Models (LLMs) into their classrooms. Utilizing a qualitative research design with focus group discussions, the research identified key concerns among 16 teacher-participants from Mindanao State University in Tawi-Tawi, Philippines. Findings reveal significant anxieties related to equitable access to technology and adequate training, questions about the reliability and effectiveness of LLMs, challenges in aligning LLM outputs with curriculum and pedagogical goals, and considerable apprehension regarding data privacy and security. While teachers recognize LLMs' potential benefits, their reservations highlight the need for comprehensive support, including robust professional development and infrastructure improvements, to ensure responsible and ethical integration of this technology in rural educational settings. The study underscores the importance of addressing these challenges to facilitate the successful and equitable adoption of LLMs in education.

ABSTRACT
Makala hii inahusu athari za urazinishaji wa wahusika watoto katika filamu za Kiswahili. Tafiti za kifasihi na kisaikolojia zinazohusiana na masuala ya watoto katika nyuga mbalimbali zinaonesha kuwa watoto wana urazini wa hali ya juu ikilinganishwa na umri wao. Katika uga wa fasihi, baadhi ya wataalamu wanabainisha kuwa urazinishaji wa wahusika watoto katika kazi za fasihi kama vile tamthiliya na vichekesho unabainika kutokana na matendo na lugha wanayotumia kuwa juu ya urazini wao. Filamu ni miongoni mwa kazi za fasihi zinazotumia wahusika watoto na hupendwa na hadhira pana ya watoto. Kwa hiyo, ni rahisi kwa wahusika watoto kujifunza mambo ambayo wakati fulani huwa nje ya uelewa wao na umri wao. Licha ya watoto kujifunza mambo yaliyo nje ya uwezo wao, bado uchunguzi kuhusu urazinishaji wa wahusika watoto katika filamu za Kiswahili haujapewa kipaumbele. Hali hii ikiachwa bila kuchunguzwa inasababisha kukosekana kwa maarifa kuhusu athari za urazinishaji kwa wahusika watoto katika filamu za Kiswahili. Filamu zilizorejelewa ni za Steven Kanumba zilizotumia wahusika watoto. Filamu hizo ni Ripple of Tears, (2010), This Is It (2010), Uncle JJ (2010) na Big Daddy (2010). Data za makala hii zilikusanywa kwa kutumia mbinu ya usaili kutoka kwa wahusika waliokuwa watoto katika filamu hizo (kwa sasa ni vijana), wazazi wa wahusika hao na mtunzi wa filamu hizo. Nadharia ya Saiko-Changanuzi iliyoasisiwa na mwanasaikolojia wa Kiswisi, Sigmund Freud (1856-1939) ndiyo iliyoongoza ukusanyaji na uchambuzi wa data za makala hii kupitia msingi wa ung’amuzi bwete. Matokeo ya utafiti yanaonesha kuwa kuna athari chanya na hasi za urazinishaji wa wahusika watoto kupitia filamu za Kiswahili. Athari chanya ni kukuza uwezo wa kufikiri kwa mhusika mtoto, chanzo cha kipato kwa mtoto na familia yake, hadhira ya watoto kuiga fanani ambaye ni mhusika mtoto. Aidha, athari hasi ni pamoja na athari za kisaikolojia, mhusika mtoto kujengewa mtazamo hasi kwenye jamii, changamoto za ukuaji kutoka ...

ABSTRACT
On-site professional development for teachers is a form of training and capacity enhancement organized at their workplace or local community. The primary aim of this approach is to facilitate teachers' participation in learning and professional development activities without requiring them to travel far or take long periods off work. This study surveyed primary school teachers about their needs for on-site professional development, synthesizing evaluations to identify the advantages of this activity. These theoretical contributions help educational managers and higher education institutions design and organize on-site training programs for primary school teachers, meeting the requirements of the 2018 General Education Curriculum.