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Education and Character Reformation in Nigeria Contemporary Society: Challenges and Prospects Nwachukwu, Emmanuel Lucas; Azuka, Chukwuma Victoria; Ikechukwu, Unegbu Lasbrey
Journal of Education Method and Learning Strategy Том 2 № 03 (2024): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v2i03.917

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 Azuka, Chukwuma Victoria; Wei, Calvin Ronchen; Ikechukwu, Unegbu Lasbrey; Nwachukwu, Emmanuel Lucas
Basic and Applied Education Research Journal Vol 5 No 2 (2024): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baer.05.02.01

The variations in the cognitive processes through which neuro-diverse 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 envi-ronments. 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 neurodi-vergent learners. Neurodiversity refers to the natural variation in human brain function and the resulting differences in how individ-uals 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 sup-portive learning environment for neurodiverse learners to foster equity in education. This literature-based approach adopts Vygot-sky 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 poten-tial of neurodiverse learners and create a more inclusive learning environment.

Inclusive Instructional Design for Neurodiverse Learners Azuka, Chukwuma Victoria; Wei, Calvin Ronchen; Ikechukwu, Unegbu Lasbrey; Nwachukwu, Emmanuel Lucas
Educational Studies and Research Journal Vol. 1 No. 3 (2024): Educational Studies and Research Journal
Publisher : MID Publisher International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14015758

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.

Education and Character Reformation in Nigeria Contemporary Society: Challenges and Prospects Nwachukwu, Emmanuel Lucas; Azuka, Chukwuma Victoria; Ikechukwu, Unegbu Lasbrey
Educational Studies and Research Journal Vol. 1 No. 2 (2024): Educational Studies and Research Journal
Publisher : MID Publisher International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.12155585

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.

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