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All Journal Basic and Applied Education Research Journal (BAERJ) Journal of Digital Learning and Distance Education Journal of Language and Pragmatics Studies Journal of Language, Literature, Social and Cultural Studies Journal of Education Method and Learning Strategy Asian Journal of Early Childhood and Elementary Education Educational Studies and Research Journal
Nwachukwu, Emmanuel lucas
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Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Journal of Digital Learning and Distance Education

 1 
Education and Character Reformation in Nigeria Contemporary Society: Challenges and Prospects Nwachukwu, Emmanuel Lucas; Azuka, Chukwuma Victoria
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 2 No. 12 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v2i12.253

Abstract

Education is a transformative tool that is critical to the progress and development of a nation. The goal of true education is more than the cognitive development and creative thought processes. It is also about character molding of a person, making a holistic individual. It is true that the foundation of a quality education is character. An individual's education cannot be complete without character, and the knowledge they have acquired will not benefit Nigerian society or themselves unless their character is transformed. This study identifies character deficit as a major challenge in Nigeria contemporary society. The research examines the issues and prospects, and how education can be applied through character reformation to address the problems. To achieve the purpose of this study, qualitative method research is utilized. It relies on secondary data collected from text books, journal articles, and was analyzed in relation to the scope of the study (Nigeria). The theoretical framework is drawn from the social learning theory of Albert Bandura’s and moral development theory of Jean Piaget which set out the progressive model on how the Nigerian society can be morally re-engineered to produce citizens that will contribute to the progress and growth of Nigeria. It concludes and recommends that an integrative and consensus approach be adopted to achieve this objective.
Inclusive Instructional Design for Neurodiverse Learners Nwachukwu, Emmanuel Lucas; Chukwuma Victoria AZUKA; Calvin Ronchen WEI; Unegbu Lasbrey IKECHUKWU
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 3 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i3.324

Abstract

The variations in the cognitive processes through which neurodiverse learners perceive, acquire knowledge, and engage with their surroundings are construed as inherent cognitive diversity, analogous to the biodiversity observed in the natural ecosystem. These variations are a mix of distinctive abilities and difficulties for learners. Consequently, there is a need for interventions aimed at establishing inclusive learning environments through instructional design that will help neurodivergent learners excel in learning environments. Inclusion and equity in education may remain mere statements if it fails to focus on infusing teaching with support and resources to a broad spectrum of learners which includes neurodivergent learners. Neurodiversity refers to the natural variation in human brain function and the resulting differences in how individuals learn, process information, and interact with the world. This spectrum encompasses a wide range of conditions, each with its own unique set of strengths and needs. This paper explores how instructional design can be inclusive and aligned to create a supportive learning environment for neurodiverse learners to foster equity in education. This literature-based approach adopts Vygotsky Social Constructionist Theory, which envision an inclusive model for special learners. The study concludes that by recognizing and accommodating the unique differences of these learners, adopting inclusive instructional design can help unlock the potential of neurodiverse learners and create a more inclusive learning environment.
The Impact of Exclusion on Minoritized Learners: Promoting Educational Equity as an Imperative for Sustainable Development Nwachukwu, Emmanuel Lucas; Chukwuma, Victoria Azuka; Ubani, Gift Adaoma; Nwokorie, Godson Chidi; Joseph, Christopher Chinedu
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 4 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i4.547

Abstract

Global education systems frequently fail to provide truly inclusive education for disadvantaged learners (low-income, ethnic/racial minorities), often due to systemic bias and unequal resource access. This exacerbates social inequality and limits their potential for social advancement. The purpose of this paper is to propose that equity-focused inclusive education is a strategic tool for empowering marginalized learners, thereby enhancing social mobility and promoting broader social development. The method used is a literature-based analysis to understand the issues and identify effective global strategies. The results suggest that equity interventions significantly break the cycle of social inequality and improve success for minority learners. The conclusion stresses the urgent need for widespread policy changes and a concerted effort from all stakeholders. Prioritizing inclusivity is essential to create just, socially responsible education systems that ensure all individuals have equitable opportunities to succeed.
Adaptive Learning Systems: Bridging Instructional Technology and Personalized Pedagogy through Design Thinking Nwachukwu, Emmanuel Lucas; Nwamaka Goodness Egbue; Ijeoma VICTOR-NWAKAKU
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 5 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i5.588

Abstract

This review explores how adaptive learning systems, when guided by the principles of design thinking, can bridge the gap between instructional technology and personalized pedagogy. While technology continues to transform education, its impact remains limited when introduced without focus on learner-centered teaching practices. This study argues that technology alone cannot drive meaningful change in the classroom unless it is thoughtfully integrated into the learning process through pedagogical strategies informed by the needs of learners and teachers. The review examines major instructional challenges in contemporary classrooms, including large class sizes, learner diversity, insufficient digital literacy, and inadequate feedback mechanisms. It discusses how design thinking through its stages of empathizing with learners, defining their needs, generating ideas, prototyping solutions, and testing them in the classroom offers a structured yet flexible approach to addressing these challenges. Within this framework, adaptive learning systems emerge as powerful tools for personalizing instruction, delivering differentiated learning pathways, providing real-time feedback, and supporting data-driven decision-making. The review proposes a step-by-step pathway to harmonize technology with pedagogy, emphasizing the importance of empowering educators with analytics and tools, tailoring instruction to individual learners, and creating inclusive environments where learners progress at their own pace. The findings reveal significant implications for practice and policy. It concludes that the fusion of design thinking and adaptive learning has the potential to transform technology from a detached tool into an integral part of teaching and learning, creating more equitable, learner-centered environments that reflect the realities of diverse classrooms and the demands of digital education.
Co-Authors Azuka, Chukwuma Victoria Calvin Ronchen WEI Chukwuma Victoria AZUKA Chukwuma, Victoria Azuka Egbue, Nwamaka Goodness Ijeoma VICTOR-NWAKAKU Ikechukwu, Unegbu Lasbrey Joseph, Christopher Joseph, Christopher Chinedu Nwamaka Goodness Egbue Nwokorie, Godson Chidi Ubani, Gift Adaoma Unegbu Lasbrey IKECHUKWU Victor-Nwakaku, Ijeoma Wei, Calvin Ronchen