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All Journal Indonesian Journal of Learning and Educational Studies Eduvis : Jurnal Manajemen Pendidikan Islam
Adaobi Jennifer Iloakasia
Nwafor Orizu College of Education
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrating Artificial Intelligence in Emotional Intelligence, Self-Awareness and Mental Health in Educational Settings in Nigeria Adaobi Jennifer Iloakasia; Nakhma'ussolikhah Nakhma'ussolikhah
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 9 No. 1 (2024): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v9i1.3770

Abstract

The teaching of English Language in tertiary institutions has continued to face challenges due to overdependence on traditional methods that limit students’ engagement and comprehension. Despite the global shift towards technology-driven learning, many lecturers encounter difficulties in adopting digital instructional tools, often due to inadequate facilities, poor internet access, unstable electricity supply, and limited technical skills. The study employed a descriptive survey design to examine the use, challenges, and effectiveness of digital instructional tools in English Language teaching in tertiary institutions. A sample of 160 lecturers was selected, and data were gathered using a validated self-structured questionnaire divided into demographic and research sections, with responses rated on a 4-point Likert scale. Reliability was established through Cronbach’s alpha. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to analyze research questions, with 2.50 as the decision benchmark. Hypotheses were tested using ANOVA. The findings revealed that lecturers moderately utilized digital instructional tools in English Language teaching, with high usage of projectors, multimedia, and video resources (mean = 3.36–3.46). However, integration faced challenges such as unstable electricity (mean = 3.53), inadequate technology (3.25), poor internet (3.08), high maintenance cost (3.30), and need for training (3.29). Despite these, lecturers perceived digital tools as effective in enhancing engagement (3.22), improving comprehension (3.03), saving time (3.26), extending practice beyond class (3.26), and improving outcomes (3.32). ANOVA showed no significant differences in utilization (p = .917) or challenges (p = .918), but significant differences in effectiveness perceptions (p = .022). The study concludes that digital instructional tools are indispensable in English Language teaching and recommends improved institutional support, training, and provision of modern facilities to strengthen technology integration.
Coping strategies, work-life balance programs, and their impact on professional performance of female lecturers in tertiary institutions in Anambra and Enugu States Adaobi Jennifer Iloakasia
Indonesian Journal of Learning and Educational Studies Vol. 2 No. 2 (2024): Indonesian Journal of Learning and Educational Studies
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/ijles.v2i2.152

Abstract

The dual responsibilities of career and parenting place significant demands on female lecturers, particularly in tertiary institutions, where academic expectations often collide with family obligations. In Anambra and Enugu States, female lecturers face unique challenges in balancing these roles, with many experiencing stress, burnout, and anxiety due to time constraints and societal expectations. The study used a descriptive survey approach to examine the coping strategies of female lecturers managing career and parenting responsibilities in tertiary institutions in Anambra and Enugu States, southeastern Nigeria. A total of 2,297 respondents from colleges of education, universities, and polytechnics participated. Data were collected using a validated 4-point Likert scale questionnaire, the "Scale for Balancing Psychological Impacts of Career and Parenting" (SBPICP), with a reliability coefficient of 0.76. Descriptive statistics summarized demographic characteristics and pressures faced by participants. Non-parametric tests, including the Kruskal-Wallis and Jonckheere-Terpstra tests, were used to examine differences in perceptions based on marital status and age. Decision trees were also considered to explore nonlinear relationships in the data. The findings reveal that female lecturers face significant challenges in balancing career and parenting, including anxiety, burnout, stress, and time constraints. These challenges are exacerbated by societal expectations and family responsibilities, which negatively affect their psychological well-being and professional performance. Although work-life balance programs exist, their effectiveness in addressing these stressors remains limited, particularly in terms of childcare options and institutional support. The study also identifies various coping strategies employed by female lecturers, including time management and social support, as crucial in mitigating the negative impacts. Based on these findings, the study recommends the implementation of more comprehensive and targeted work-life balance programs, such as flexible working hours and childcare facilities, to enhance the well-being and professional performance of female lecturers.
Co-Authors Nakhma'ussolikhah Nakhma'ussolikhah