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All Journal Indonesian Journal of Educational Studies Dialektika kontemporer Masyarakat, Kebudayaan dan Politik
Omang, Theresa Nkim
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Arts Humanities Education Languange, Linguistic, Communication & Media Nursing Social Sciences

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Digital literacy and its effect on learners’ civic engagement in adult and vocational education in Nigeria Bessong, Columbus Deku; Ewuru, Agnes Awoli; Bessong, Napoleon Osang; Omang, Theresa Nkim; Olori, Gloria Iniobong; Patrick, Elizabeth Odije; Olofu, Agbade Paul; Olori, Christian Nwachukwu
Masyarakat, Kebudayaan dan Politik Vol. 37 No. 4 (2024): Masyarakat, Kebudayaan dan Politik
Publisher : Faculty of Social and Political Science, Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/mkp.V37I42024.418-431

Abstract

Several works on the benefits of Information and Communication Technology (ICT) in society’s survival have been recognised by experts. However, in reality, the use of ICT in developing countries like Nigeria is still in its infancy due to their lack of knowledge about it. This study examines the effect of digital literacy on the civic engagement of learners in adult and vocational education in Nigeria. It adopted a non-equivalent control type of quasi-experimental research design involving the experimental and control groups. The sample size was 140 learners drawn from public adult and vocational education centers across Nigeria. The data-collecting instrument was the “Civic Engagement Test” (CET). Data were analysed using mean, standard deviation and analysis of covariance. Findings show that learners exposed to digital literacy had a higher positive effect on civic engagement than basic literacy. Furthermore, cooperative learning style adopted as a moderating variable had a higher civic engagement mean score than solitary. On interaction effect, the study concluded that basic literacy had a more positive effect than digital literacy, hence the need for the provision of necessary facilities to promote digital literacy skills among learners.
Integrating Ecological Literacy into Strategic Planning Frameworks for Adult Education Institutions: A Theoretical and Policy Analysis Omang, Theresa Nkim; Akom, Eki Rose; Odu, Annastasia Odu
Jurnal Ilmu Sosiologi Dialektika Kontemporer Vol 13, No 1 (2025)
Publisher : dialektika kontemporer

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Abstract

As the global climate crisis intensifies, adult education institutions face growing responsibility to incorporate environmental sustainability into their strategic planning processes. This paper explores the theoretical and policy-based rationale for integrating ecological literacy into education administration planning within the context of environmental adult education. Drawing on key concepts from systems theory, transformative learning, and sustainability education, the paper argues that ecological literacy—understood as the capacity to perceive and act with awareness of the interdependence between human and ecological systems—should be a guiding principle in the long-term strategic visions of adult learning institutions. The study critically analyzes the limitations of conventional planning models such as SWOT analysis and linear logic frameworks, which often fail to account for ecological interconnectivity and long-term environmental implications. Through a conceptual review of strategic planning literature and an interpretive analysis of relevant policy frameworks, the paper proposes a model for “ecologically-informed strategic planning.” This model emphasizes adaptive systems thinking, participatory governance, and the embedding of sustainability outcomes in institutional missions and curricula. The paper concludes that reimagining adult education planning through the lens of ecological literacy can foster more resilient, responsive, and ethically grounded institutions capable of preparing adults for the complex ecological challenges of the 21st century
Integrating Indigenous Knowledge Systems into Environmental Education in Nigeria: A Pathway to Sustainable Development Ulayi, Agnes Ingiagar; Omang, Theresa Nkim
Indonesian Journal of Educational Studies Vol 27, No 2 (2024): Indonesian Journal of Educational Studies
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v7i2.76300

Abstract

Environmental education in Nigeria has largely followed Western models, often overlooking the rich indigenous knowledge systems (IKS) that have sustained local ecosystems for generations. This paper argues for the deliberate integration of IKS into Nigeria’s environmental education framework as a pathway to fostering sustainable development. Through a critical theoretical analysis, the study explores how indigenous ecological practices, traditional conservation ethics, and community-based environmental stewardship can enhance formal education curricula. The paper highlights the gaps in current environmental education policies and proposes a culturally responsive approach that bridges scientific and indigenous perspectives. By drawing on global examples and local case studies, it underscores the potential of IKS to promote deeper ecological awareness, strengthen community engagement, and support Nigeria’s sustainability goals. The study concludes with recommendations for policymakers, educators, and stakeholders to adopt inclusive strategies that recognize and valorize indigenous knowledge in environmental learning
Co-Authors Akom, Eki Rose Bessong, Columbus Deku Bessong, Napoleon Osang Ewuru, Agnes Awoli Odu, Annastasia Odu Olofu, Agbade Paul Olori, Christian Nwachukwu Olori, Gloria Iniobong Patrick, Elizabeth Odije Ulayi, Agnes Ingiagar