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All Journal Basic and Applied Education Research Journal (BAERJ) Journal of Digital Learning and Distance Education Acitya Wisesa: Journal of Multidisciplinary Research 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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Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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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.
Adaptive Learning Systems: Bridging Instructional Technology and Personalized Pedagogy through Design Thinking Nwachukwu, Emmanuel Lucas; Egbue, Nwamaka Goodness; Victor-Nwakaku, Ijeoma
Asian Journal of Early Childhood and Elementary Education Vol 3 No 6 (2025): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v3i6.7610

Abstract

This review examines how adaptive learning systems, when guided by design thinking principles, can effectively bridge the disconnect between instructional technology and personalized pedagogy. While technological innovations continue to reshape educational environments, their transformative potential is often constrained by a lack of alignment with learner-centered instructional practices. The review contends that meaningful educational change requires more than the introduction of digital tools; it demands their deliberate integration through pedagogical strategies that respond to the needs of both learners and educators. Key instructional challenges addressed include large class sizes, learner heterogeneity, limited digital literacy, and insufficient feedback loops. Through the iterative stages of design thinking—empathizing, defining, ideating, prototyping, and testing—educators can systematically develop and refine solutions that address these complex issues. Within this framework, adaptive learning systems are positioned as critical enablers of personalized learning, offering differentiated pathways, real-time formative feedback, and data-driven instructional support. The review outlines a structured approach for integrating these systems into teaching practice, emphasizing the need to empower educators with actionable analytics, individualize learning trajectories, and cultivate inclusive classroom ecosystems. The findings underscore the pedagogical value of harmonizing design thinking with adaptive technologies to foster equity, responsiveness, and engagement in diverse educational settings. The review concludes that this integration transforms technology from a passive tool into an active pedagogical partner, with significant implications for educational innovation, teacher professional development, and policy frameworks aimed at advancing equitable, student-centered learning.
Impact of Civic Education on Community-Led Crime Control Model in FCT- Abuja, Nigeria Adebayo, Sule Omeiza; Onyedum, Blessing Ikechi; Azuka, Chukwuma Victoria; Nwachukwu, Emmanuel Lucas
Acitya Wisesa: Journal of Multidisciplinary Research Vol. 5 Issue 2 (2026)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jmr.v5i2.952

Abstract

Crime and insecurity remains a critical challenge in Nigeria's Federal Capital Territory (FCT-Abuja), requiring innovative community-based approaches to complement traditional policing strategies. This study examined the impact of civic education on community-led crime control participation in FCT-Abuja. A quantitative survey design was employed with 400 adult residents selected through stratified random sampling across six Area Councils. Data were collected using structured questionnaire with dichotomous responses covering civic education exposure and crime control participation. Chi-square test of independence analyzed the relationship between variables at 0.05 significance level. Findings revealed that 69.6% of respondents had been exposed to civic education programs, while 65.2% participated in community crime control activities. Chi-square analysis (χ² = 56.842, p < 0.001) demonstrated a statistically significant impact of civic education on crime control participation. Residents exposed to civic education were nearly twice as likely to participate in crime control activities (76.5%) compared to unexposed residents (39.3%), representing a 37.2 percentage point difference. Civic education significantly enhances community-led crime control participation in FCT-Abuja. Policymakers should expand civic education coverage, diversify delivery platforms, and ensure sustained programming to strengthen community security capacity across all Area Councils.
Teachers’ Perceptions of Inadequate Outdoor Play Among Preschool Children in Aba, Abia State, Nigeria Nwachukwu, Emmanuel Lucas; Egbue, Nwamaka Goodness; VictorNwakaku, Ijeoma; Ikechukwu, Unegbu Lasbrey
Asian Journal of Early Childhood and Elementary Education Vol 4 No 2 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i2.9209

Abstract

Although outdoor play is widely recognized as essential to early childhood development, its provision in many preschool settings remains inadequate. This study examined preschool teachers’ perceptions of inadequate outdoor play provision in Aba, Abia State, Nigeria, with particular attention to its availability, developmental implications, and implementation constraints. A descriptive survey design was employed involving teachers in registered public and private preschools. Using multistage sampling based on Yamane’s formula with a 5% margin of error, 212 questionnaires were distributed, and 200 valid responses were analyzed. Data were analyzed using descriptive statistics and chi-square tests. The findings indicate that outdoor play provision remains inadequate, as reflected in limited space, restricted daily access, insufficient time allocation, and safety concerns (cluster mean = 2.26). Teachers also agreed that limited outdoor play adversely affects children’s physical activity, peer interaction, classroom behaviour, and attention regulation (cluster mean = 3.47). No significant subgroup differences were identified. These findings reveal a persistent gap between teachers’ recognition of the developmental importance of outdoor play and the structural conditions constraining its implementation. The study concludes that improving outdoor play provision requires stronger facility standards and greater reinforcement of play-based pedagogy in early childhood education settings.
Co-Authors Adebayo, Sule Omeiza 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 Onyedum, Blessing Ikechi Ubani, Gift Adaoma Unegbu Lasbrey IKECHUKWU Victor-Nwakaku, Ijeoma VictorNwakaku, Ijeoma Wei, Calvin Ronchen