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.

ABSTRACT
The article Factors Affecting and Measures for Fostering Positive Learning Motivation among Learners presents the theoretical foundations of learning motivation and its role in learning effectiveness. The study clarifies the concept and manifestations of positive learning motivation. Learning motivation is influenced by various factors, including individual, family, school, and social factors. Among these, learners’ needs, interests, and self-directed learning abilities play particularly important roles. Family support, teaching methods, and the learning environment directly affect learning attitudes. In addition, peers and society contribute to shaping learning goals. Based on these findings, the article proposes measures to enhance learning motivation and improve educational quality.

ABSTRACT
This study investigated the impact of authentic learning strategies on undergraduate students’ knowledge in climate change education in universities in Oyo State, Nigeria. The study was motivated by the persistent use of conventional lecture-based instructional methods, which have been found inadequate in developing students’ practical skills and deeper understanding of environmental issues such as climate change. The study specifically examined the effectiveness of Problem-Based Learning (PBL) and Service Learning (SL) as authentic learning strategies. A quasi-experimental research design was adopted. The population consisted of undergraduate students from selected universities in Oyo State, while a multistage sampling technique was used to select intact classes from two departments each across the three institutions on the basis of science and non-science, in the end a total sample of 286 undergraduate students participated in the study. The participants were assigned to Service Learning, Problem-Based Learning, and Conventional Instructional Method groups. Data were collected using validated instruments measuring knowledge. Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that authentic learning strategies had a significant effect on students’ knowledge of climate change, with Service Learning producing the highest performance, followed by Problem-Based Learning, while the Conventional Method recorded the least performance. However, Gender and field of study had no significant main effects on undergraduates’’ knowledge in climate change, although a significant interaction effect between treatment and gender was observed. The study concluded that authentic learning strategies are effective in improving students’ knowledge of climate change. It was recommended that universities should adopt more student-centered and experiential teaching approaches, particularly Service Learning and Problem-Based L

ABSTRACT
Children’s rights education constitutes a significant component of the kindergarten curriculum. Educating young children about their rights not only fosters the terms of complicated regulations but also builds their emotional-social development, as well as self-care that supports kid’s growth in a safe environment, confidence and self-awareness forming a responsible citizen in the future. Children should be introduced to fundamental rights, including the right to live, development, protection and participation at the age of 5–6. Active learning strategies like project-based learning and hands-on learning, which make it easier for kids to understand, remember, and apply knowledge in their everyday lives, are frequently used to give effective rights education. The article focuses on analyzing the contents of Children's Rights Education using Project-Based Learning, thereby designing educational activities to enhance the effectiveness of this practice.

ABSTRACT
As contemporary economies increasingly transition toward digitally mediated work ecosystems, employability has evolved beyond conventional career preparedness to include technological adaptability, virtual collaboration, and digital competency integration. The present study examined vocational attitude maturity and digital employability readiness among open and distance university students. A descriptive survey method with a quantitative research approach was adopted for the study. Data were collected from 273 respondents through purposive sampling using two researcher-constructed scales: the Vocational Attitude Maturity Scale and the Digital Employability Readiness Scale. Statistical analysis was conducted using IBM SPSS Statistics Version 26 and IBM SPSS Amos through descriptive statistics, Cronbach’s Alpha, Spearman’s Rank Correlation, Mann-Whitney U Test, Kruskal-Wallis H Test, Exploratory Factor Analysis, and Confirmatory Factor Analysis. The findings revealed moderate levels of vocational attitude maturity and digital employability readiness among respondents. Reliability analysis established acceptable internal consistency for the Vocational Attitude Maturity Scale (α = .742) and the Digital Employability Readiness Scale (α = .704). The study further identified a weak negative but statistically significant relationship between vocational attitude maturity and digital employability readiness (ρ = −0.123, p < .05). Non-parametric analyses indicated no statistically significant differences across selected demographic variables. Exploratory and confirmatory factor analyses confirmed satisfactory construct validity and multidimensional factor structures for both scales. The study concludes that vocational maturity alone may not sufficiently prepare learners for digitally evolving labour markets unless integrated with digital literacy, technological adaptability, and virtual workplace competencies. The findings highlight the need for competency-oriented and digital