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All Journal Prominent : Journal of English Studies Educare : Jurnal Ilmu Pendidikan Indonesian Journal of Islamic Educational Review Journal of Social Studies and Education
Uthman Shehu Lawal
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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 1 
Navigating The Obstacles and Complexities of ICT Integration in Pakistan's Education Sector Uthman Shehu Lawal; Zohaib Hassan Sain
Journal of Social Studies and Education Vol. 2 No. 1 (2024): January-June (2024)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v2i1.350

Abstract

This research focuses on the main challenges and barriers to adopting information and communication technology (ICT) in educational institutions in Lahore, Pakistan. The research mainly focused on limited resources, outdated curriculum, and technophobia among educators. Using qualitative methods and a case study approach, the research collected data from various educational institutions through in-depth interviews, observations, and document analysis. A total of 15 interviewees, including teachers, school administrators, and technical staff, were purposively selected to provide deep insights into the issues studied. Data were analyzed using reduction, presentation, and verification techniques to identify key patterns. The results showed that resource limitations, such as lack of ICT devices and minimal budget, are the main barriers to technology integration. In addition, a curriculum that is irrelevant to the demands of the digital era slows the adoption of ICT in the learning process. Technophobia among teachers was also identified as a significant factor, with many educators feeling insecure about using technology due to a lack of relevant training and adequate technical support. The findings imply the need for a holistic strategy that includes providing adequate resources, curriculum reform, and continuous training for educators to support more effective technology integration. This research contributes significantly to understanding the challenges of ICT adoption in developing countries, particularly in Lahore. The results provide important insights for policymakers to design more inclusive and effective technology-based education policies while filling the literature gap in the context of ICT adoption in the education sector.
Artificial Intelligence-Based Learning and Its Impact on Educational Policy and School Management Izzatul Munawwaroh; Rizkiyah Hasanah; Uthman Shehu Lawal
EDUCARE: Jurnal Ilmu Pendidikan Vol. 3 No. 2 (2024): July
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71392/ejip.v3i2.38

Abstract

This research aims to examine the impact of Artificial Intelligence-based learning on education policy and school management, with a focus on how schools adapt to technological disruption. The research method uses a qualitative approach with case studies. Data was collected through semi-structured interviews, participant observation, and document analysis, then analyzed through the stages of data reduction, data presentation, and drawing conclusions. The research results show that Artificial Intelligence-based learning requires transformative policy changes in three main aspects: data use policies, continuous training for teachers, and personalized learning approaches. Effective data management policies are critical to protecting student privacy and supporting adaptive learning based on real-time analytics. Continuous professional development enables teachers to utilize Artificial Intelligence tools effectively, while personalized learning strategies increase student engagement and motivation through an individualized approach. The implications of this research emphasize that the integration of Artificial Intelligence in education must be accompanied by ethical, inclusive and planned policies. The contribution of this research is both theoretical and practical, providing a framework for policy makers to design strategic leadership, stakeholder engagement, and a culture of innovation to realize the maximum potential of Artificial Intelligence in education..
Revitalization of Islamic Story Learning in Islamic Religious Education through the Development of Mind Mapping-Based Teaching Materials Masrurih; Uthman Shehu Lawal
EDUCARE: Jurnal Ilmu Pendidikan Vol. 4 No. 1 (2025): January
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71392/ejip.v4i1.90

Abstract

This study aims to develop Islamic Religious Education (PAI) teaching materials based on Islamic stories with a mind-mapping approach to improve elementary school students’ understanding of religious values . The background of this study is based on the lack of innovative and contextual learning media in PAI learning, especially in Islamic story material. This study uses the Borg and Gall Research and Development (R&D) model, which is simplified into five stages: preliminary study, product design, expert validation, limited trials, and field trials. Data collection techniques include interviews, observations, documentation, and written tests. The results of the study showed that the teaching materials developed were considered very valid by the Material Teacher (score 92%) and Media Teacher (score 88%) and were stated as very practical by teachers (score 91%) and students (score 89%). The effectiveness test showed an increase in the average score from the pretest 65.2 to the posttest 84.7, with the results of the paired sample t-test of Sig. (2-tailed) = 0.000. This study has implications for strengthening Islamic Religious Education learning in line with the principles of the Independent Curriculum, namely active, reflective, and meaningful learning.
Transformation of Islamic Religious Education Learning in the Digital Era: Learning Modalities and Educational Challenges in the 21st Century Dwi Jati Marta; Uthman Shehu Lawal
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): February 2026
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v3i1.488

Abstract

This research analyzes the transformation of Islamic Religious Education learning in the digital era by specifically examining its alignment with students’ learning modalities and the demands of 21st-century education. The originality of this research lies in its integrative analytical framework, which synthesizes digital learning transformation, Visual-Auditory-Kinesthetic (VAK) learning modalities, and 21st-century competencies within the context of Islamic education an intersection that remains underexplored in existing literature. Employing a qualitative literature review approach, this research systematically analyzes books and peer-reviewed journal articles published within the last five years. Data were examined through thematic categorization and theoretical triangulation to ensure analytical rigor and credibility. The findings reveal that digitalization significantly enhances Islamic Religious Education learning using visual and audiovisual media, flexible digital platforms, and learner-centered instructional strategies that support learning autonomy and engagement. However, the research also identifies persistent challenges, particularly teachers’ limited capacity to design pedagogically sound, creative, and contextually relevant digital teaching materials. These findings indicate that technological integration alone is insufficient without concurrent development of teachers’ pedagogical and digital competencies grounded in Qur’anic and Prophetic values. This research concludes that the digital transformation of Islamic Religious Education is effective when technology is integrated with adaptive pedagogy and learning modalities responsive to students’ characteristics. Practically, the findings highlight the need for systematic teacher training in digital instructional design, while theoretically, this research contributes to the discourse on Islamic education by positioning digital pedagogy as a value-oriented, not merely technical, innovation.
Teaching English Language and Civic Education in the Era of Artificial Intelligence in Kaduna State, Nigeria: A Teacher's Perspective Uthman Shehu Lawal; Zulai Muhammad Rabiu; Abu Bakar Rabiu; Zohaib Hassan Sain; Rozanah Katrina Herda
Prominent Vol. 9 No. 2 (2026): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The integration of artificial intelligence (AI) into education has transformed teaching and learning globally, presenting both opportunities and challenges for educators. This study examined the perspectives of English language and civic education teachers in Kaduna State, Nigeria regarding the implementation of AI in their teaching practices. A descriptive survey research design using a quantitative approach was employed, with a population comprising English language and social studies teachers in Kaduna and Zaria metropolitan areas. A sample of 400 teachers was selected using stratified random sampling. Data were collected using structured questionnaires and interview guides, while the analysis employed descriptive statistics and Pearson Product Moment Correlation (PPMC) with regression analysis. The findings revealed that 78% of the teachers acknowledged the potential of AI to enhance English language instruction, while 65% expressed concerns about its impact on traditional civic education delivery. This study found significant relationships between teachers' digital literacy levels and their acceptance of AI integration (r = 0.67, p < 0.05). The results indicate that teachers with higher educational qualifications showed greater readiness to adopt AI tools in language and civic education. This study recommends comprehensive teacher training programs, infrastructure development, and policy frameworks to support effective AI integration in Kaduna State's educational system. Keywords: artificial intelligence, civic education, english language, teacher perspectives
Co-Authors Abu Bakar Rabiu Dwi Jati Marta Izzatul Munawwaroh Masrurih Rizkiyah Hasanah Rozanah Katrina Herda Zohaib Hassan Sain Zohaib Hassan Sain Zulai Muhammad Rabiu