The Nigerian public sector is often characterized by low innovation, weak employee engagement, limited motivation, inadequate training, and administrative rigidity. In contrast, the private sector demonstrates higher performance through flexible management practices and continuous learning systems. This study examined the extent of cross-sector learning adoption in the Nigerian public sector and its effect on performance and employee engagement. Using a quantitative design, data from 393 respondents were analyzed with descriptive and inferential statistics. Findings showed a moderate level of cross-sector learning adoption (M = 3.47, SD = 0.52), indicating that such practices are present but not fully institutionalized. Administrative structure had a significant but weak positive relationship with cross-sector learning (r = .21, p < .05). Additionally, cross-sector learning was positively associated with performance and employee engagement (r = .22, p < .05). The study recommends formalizing cross-sector learning, restructuring administrative systems, and strengthening inter-sectoral collaboration.

: The adoption of management control tools depends on several factors, as explained in the literature on the relationship between consulting firms and businesses: the choice of the designer; factors influencing adoption in general; the designer’s assumptions regarding the results and expectations of the business leader; and the impact of the designer’s profile. However, studies examining the relationship between the designer’s profile and the adoption of management control tools do not sufficiently account for the factors that influence these tools—namely, the objectives assigned to them or the relationship with the user. This study, whose primary objective is to understand how a manager’s profile contributes to the adoption of management control tools by executives of service-sector SMEs, aims to address this limitation. The theoretical framework used in this study is actor-network theory. It posits that actors construct networks that combine technical and social elements, all of which are simultaneously shaped and formed within these networks. This study adopts an interpretive and constructivist approach, placing the designer at the center of the process of adopting management control tools.

This study examines the effects of government effectiveness and public investment on economic performance in Sub-Saharan Africa (SSA). Panel data from 22 selected countries covering the period 2007–2024 were utilized for the analysis. GDP per capita growth served as the proxy for economic performance, while government effectiveness and public investment were the main explanatory variables. Inflation, exchange rate, and trade openness were included as control variables. Data were obtained from the World Development Indicators (WDI) and Worldwide Governance Indicators (WGI) databases. Descriptive statistics, panel unit root tests, the Pedroni cointegration test, pooled ordinary least squares, fixed effects, and random effects estimation techniques were employed for the analysis. The Hausman test identified the fixed effects model as the preferred estimator, while White cross-section robust standard errors were used to test the robustness of the results. The findings revealed that government effectiveness exerts a positive and significant influence on economic performance, while trade openness also contributes positively to economic growth in the region. However, public investment, inflation, and exchange rate were found to have insignificant effects during the study period. The study concludes that effective governance remains a critical factor in improving economic performance in Sub-Saharan Africa. Therefore, policies aimed at strengthening institutional quality, enhancing public sector efficiency, and promoting greater integration into international trade are necessary for achieving sustainable economic growth in the region.

Bullying remains a pervasive problem in Nigerian secondary schools, yet few intervention studies have experimentally examined strategies to improve victimized adolescents’ social outcomes. This quasi-experimental study investigated the influence of an eight-week school-based anti-bullying intervention on social interaction and self-esteem among 194 adolescent students (aged 12–18) from four secondary schools in Lagos State, Nigeria. Participants were assigned to either an experimental group (n = 98) receiving the multicomponent intervention comprising bullying awareness, empathy training, assertiveness and bystander skills, cooperative group activities, and self-esteem building or a control group (n = 96) continuing regular school activities. The Social Interaction Scale (α = .85) and Rosenberg Self-Esteem Scale (α = .87) were administered at pretest and posttest. Analysis of covariance (ANCOVA) revealed that the intervention group scored significantly higher than the control group on posttest social interaction, F(1, 191) = 152.34, p < .001, partial η² = 0.44, and self-esteem, F(1, 191) = 86.27, p < .001, partial η² = 0.31. Two-way ANOVA indicated no significant gender × treatment interaction for either outcome, demonstrating equivalent effectiveness for male and female students. These findings provide the first experimental evidence from Lagos State that a structured, culturally adapted anti-bullying intervention can substantially improve both social interaction and self-esteem among bullied adolescents. The large effect sizes support scaling up this evidence-based program across all six education districts in Lagos, integrating it into school counselling curricula and teacher professional development to address the persistent gap between anti-bullying policies and actual student outcomes.

Despite modest global progress, UNESCO (2025) estimates that 739 million adults worldwide still lack foundational literacy skills, with women constituting nearly two-thirds of this population. Adult literacy programmes offer a critical pathway for remedying this educational disadvantage, yet sustaining learner motivation and ensuring programme retention remains the most persistent challenges. Drawing on Knowles' (1984) Andragogy Theory and Deci and Ryan's (2020) Self-Determination Theory, this paper reviews the empirical literature on the motivational drivers including personal development aspirations, economic opportunity, parenting obligations, and social recognition — that bring adults into literacy programmes, and the structural, relational, and instructional factors that either sustain or undermine their continued participation. The paper further identifies evidence-based strategies for improving retention, with implications for programme design, facilitator training, and educational policy. The paper concludes by advancing a collaborative relationship between adult literacy experts with counselors by advancing that through community counseling services, hinged on advocacy, sensitization and information sharing, a large number of adult learners can be motivated and enrolled into adult literacy programmes and retained to better their lives.

In this study, the topic of digitizing African libraries for sustainable educational advancement: opportunities, challenges, and policy was discussed. Objectives of the study are: to examine the current state of library digitization across African countries, assess the role of digital libraries in improving access to educational resources for students, researchers, and educators in Africa, identify the major opportunities presented by library digitization for sustainable educational development in African communities, investigate the challenges affecting the digitization of African libraries, explore policy frameworks and government initiatives that support or hinder library digitization in Africa, and to propose policy recommendations and strategic models for strengthening library digitization as a tool for sustainable educational advancement in Africa. A pure literature review research design will be employed as this will enable the researcher to critically examine the state of affairs in Africa in terms of library digitization. In this review of the existing literature, scholarly articles, official policy papers, institutional reports, and studies conducted in various parts of Africa will be considered. According to the literature reviewed, despite the efforts by various countries to adopt digital systems in their libraries, the process is facing numerous challenges such as lack of proper infrastructure, insufficient funds, weak technical skills, poor power supply, and inadequate internet connectivity. Digitizing African libraries can help promote sustainable education through improved access to learning materials, preservation of indigenous and other relevant scholarly materials, facilitating distance education, bridging educational divides, enhancing visibility, and promoting research among others. Besides, the literature indicates that the policy environment plays an important role in shaping outcomes, with conducive ICT, education, and library policies being crucial facilitators while fragmented policy frameworks are likely to impede digitization processes.

This study investigated the influence of digital technology on the performance of household chores among women at Lagos State University of Education (LASUED), focusing on the Ijanikin and Epe campuses. A descriptive survey design was adopted. Out of 500 questionnaires administered, 480 were duly completed and returned, representing a 96% response rate. Respondents were selected using a multi-stage sampling technique. A structured questionnaire was used for data collection, while frequency counts, percentages, mean scores, and Chi-square statistics were employed for analysis. Findings revealed high usage of common digital appliances such as electric irons, blenders, cookers, and kettles, while advanced tools like vacuum cleaners recorded low usage. Results showed that digital technologies significantly enhance household efficiency by saving time, reducing physical stress, and increasing accuracy. Major challenges identified include irregular electricity supply, high cost of appliances, limited technical knowledge, and frequent appliance faults. Attitudinal responses showed that women in LASUED hold positive views toward adopting digital technologies and are willing to learn and use more advanced tools. Hypothesis testing using Chi-square indicated significant relationships between digital technology use and chore performance (χ² = 14.02), significant influence on efficiency (χ² = 32.25), and significant effects of challenges on effective technology use (χ² = 58.50). The study concludes that digital technology plays an essential role in improving domestic productivity among women in LASUED, though its full benefits are constrained by infrastructural and financial barriers. It recommends improved power supply, affordable appliances, digital literacy training, and access to maintenance services to promote effective technology use.

The school inclusion of students with Autism Spectrum Disorder (ASD) depends not only on institutional arrangements but, crucially, on the quality of daily interactions with typically developing peers. These interactions are largely shaped by the representations that non-disabled students hold about ASD — a dimension that remains underexplored in the Moroccan context. This descriptive and correlational study examines the cognitive representations of ASD and the social acceptance attitudes of a sample of 126 primary school students enrolled in the provincial directorates of Ben Msik and Mediouna (Casablanca-Settat region), all sharing their classroom with at least one student with ASD. Data were collected using a structured questionnaire comprising three sections — socio-demographic information, ten perception items on a three-point scale, and five social acceptance indicators — and analysed through descriptive statistics and Chi-square tests. Results reveal an ambivalent picture. The most archaic myths — contagiousness (11.9% agreement) and equation with intellectual disability (13.5%) — are largely rejected. However, 43.7% of students associate ASD with violent behaviour, a stereotype that rises to 72.2% among rural students compared to 32.2% in urban settings (χ² = 17.92; p < 0.001). Regarding social acceptance, students display a gradient pattern : distant gestures (handshaking: 65.3% acceptance) are more readily endorsed than close affective ties (friendship: 41.3% only). Only 36.5% of respondents report having previously received any information about ASD; yet prior exposure is significantly associated with higher acceptance on three of the five behaviours assessed (group work, physical proximity, physical contact). Student gender had no significant effect, disconfirming the corresponding hypothesis. These findings argue for the systematic integration of ASD awareness within primary school curricula, with priority attention to rural schools.

Individuals with upper limb disabilities often face limited access to functional, affordable prosthetic devices, particularly in developing countries. This study developed a 3D-printed prosthetic hand based on the open-source InMoov design, controlled through an Electromyography (EMG) sensor-based system. The hand structure was fabricated using polylactic acid (PLA) filament, with fishing line as finger tendons and an ESP32 microcontroller serving as the main processing unit. EMG signals captured by a Muscle Sensor V3 were processed using Root Mean Square (RMS) feature extraction with an overlapping sliding window, then mapped to servo motor angles through a proportional linear mapping algorithm, following a 20-second adaptive calibration for each user. Testing involved 10 able-bodied subjects and 2 transhumeral amputee subjects. Results showed that the prototype successfully performed basic gripping and releasing movements with real-time response and minimal latency. The linear mapping approach proved more adaptive and computationally lighter than a Decision Tree-based classification originally planned, though calibration accuracy varied between individuals, indicating the need for personalized calibration. The design demonstrated a lightweight, sufficiently strong, and cost-effective alternative to commercial myoelectric prosthetics, although further refinement in tendon rigidity, shoulder ergonomics, and signal stability is still required for broader adoption.

The objectives of this research were (1) to develop Home Economics learning activities based on Hands-on learning approach for Grade 7 students of English Program and (2) to evaluate the effectiveness of Home Economics learning activities based on Hands-on learning approach for Grade 7 students of English Program at a public school in Thailand. Thisresearch employed the one-group pre-test and post-test design with a quantitative approach. The sample for this research were the 30 Grade 7 students of English Program at a public school in Thailand in the academic year of 2025. The research instruments were the 11 Lesson plans of Home Economics learning activities based on Hands-on learning approach, Home Economics learning Pre-test and Post-test, Home Economics learning performance test, and student satisfaction Questionnaires. Statistics used in this research were mean, standard deviation, t-test dependent and One Sample t-test. The results were asfollows: (1) TheHome Economicslearning activities based on Hands-on learning approach for Grade 7 students of English Program at a public school in Thailand covered the 3 Learning units of Housework, Clothes and Garments, and Food and Nutrition were validated by the 3 experts at the very good level (M=4.73, SD=0.23). (2) The post-test scores of Home Economics learning of Grade 7 students of English Program at a public school in Thailand after implementing Home Economics learning activities based on Hands-on learning approach were significantly higher than the pre-test scores of Home Economics learning at the .05 level (t = 6.41, p=0.00). (3) The Home Economics learning performance scores of Grade 7 students of English Program at a public school in Thailand after implementing Home Economics learning activities based on Hands-on learning approach were significantly higher than the criteria of 70% at the .05 level (t =69.17, p=0.00). (4) The student satisfaction after taught by Home Economics learning activities based on Hands-on learning approach for Grade 7 students of English Program at a public school in Thailand was at the very high level (M=4.75, SD=0.20).