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All Journal Journal of Communication, Religious, and Social Sciences (JoCRSS) JERIT: Journal of Educational Research and Innovation Technology Coution : Journal of Counseling and Education Educalingua Journal
Obi, Sabina Nwakaego
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Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Role of Communication in Building Tolerance and Unity in a Diverse Society: A Systematic Literature Review Dharma, Yudi; Seneru, Wistina; Obi, Sabina Nwakaego
Journal of Communication, Religious, and Social Sciences (JoCRSS) Vol. 3 No. 1 (2025): JOCRSS June 2025
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/jocrss.v3i1.219

Abstract

In the context of globalization, societies are increasingly diverse in culture, religion, language, and values. These differences can enrich interactions but also lead to misunderstanding and conflict. This study explores how communication can promote tolerance and unity in heterogeneous communities. A qualitative approach with a systematic literature review was used to analyze studies published in the last decade. The review identifies several key communication strategies: open dialogue, mutual listening, inclusive language, intercultural understanding, and responsible use of media. Empathic communication, respect for differing perspectives, and constructive conflict resolution also play crucial roles in fostering social cohesion. The findings suggest that communication is not only a means of sharing information, but a social tool for building trust, reducing prejudice, and strengthening unity. The study recommends collaboration among individuals, communities, and institutions to support inclusive and empathetic communication. These efforts are essential for developing policies, education systems, and media content that reflect and reinforce values of tolerance in diverse societies.
Navigating the Digital Era: AI's Influence on Educational Quality Management Adeoye, Moses Adeleke; Obi, Sabina Nwakaego; Sulaimon, Jamiu Temitope; Yusuf, Jamilla
JERIT: Journal of Educational Research and Innovation Technology Vol. 2 No. 1 (2025): June
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jerit.v2i1.18

Abstract

Artificial Intelligence (AI) has a major impact on the world of education, both positively and negatively. Positively, AI can increase the efficiency and personalization of learning. This technology enables adaptive learning systems that adjust materials and learning speeds according to student needs. Teachers are also helped by the existence of automatic evaluation systems, analysis of student learning data, and virtual assistants to answer student questions in real-time. In addition, AI can expand access to education through intelligent and interactive online platforms, reaching even remote areas. However, there are also challenges and negative impacts. Reliance on technology can reduce social interaction and the role of teachers as primary educators. Not all students or schools have access to adequate devices and internet connections, which can widen the educational gap. On the ethical side, AI raises concerns about data privacy and the potential for algorithmic bias in assessments or recommendations. This study explores the impact of Artificial Intelligence (AI) on education quality management. It highlights the challenges faced by traditional systems in a rapidly digitizing world and explores key AI technologies such as data analytics, personalized learning platforms, and administrative efficiency tools. The paper also discusses how AI can enhance existing quality management frameworks by encouraging continuous improvement models and promoting stakeholder engagement. It critically examines ethical considerations of AI integration, acknowledging potential bias and privacy concerns. It also discusses barriers to implementation such as resource constraints and resistance to change. It proposes recommendations for future policy development and responsible implementation of AI, including establishing guidelines for the ethical use of AI, prioritizing data privacy, and fostering a culture of continuous learning and adaptation. It emphasizes the need for a proactive approach to integrating AI into educational quality management.
Influence of Self-efficacy and Motivation on ICT Integration Practice among Teachers in Imo East Senatorial District, Imo State, Nigeria Obi, Sabina Nwakaego; Berkhout-Nwaobi, Tona Amaka
Coution: Journal Counseling and Education Vol. 6 No. 2 (2025): Coution
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/coution.v6i2.3532

Abstract

The persistent underutilization of Information and Communication Technology (ICT) in classroom instruction remains a critical challenge in education, particularly as global standards increasingly demand digital proficiency. This study investigated the extent to which self-efficacy and motivation influence ICT integration practices among secondary school teachers. The objective was to determine the joint and relative contributions of these psychological and motivational factors to teachers' use of ICT in instruction. A descriptive survey research design was adopted. The population comprised 3,786 public secondary school teachers, of which 398 were selected using simple random sampling across 27 schools in nine local government areas. Data were collected using three validated instruments: the General Self-Efficacy Scale (α = .87), Motivation Scale (α = .78), and ICT Integration Practice Scale (α = .73). Multiple regression analysis revealed a significant joint influence of self-efficacy and motivation on ICT integration (F(2,394) = 21.974, Adj. R² = .771, p < .05), accounting for 77.1% of the variance. Motivation (β = .481) had a slightly stronger predictive power than self-efficacy (β = .426). The study concluded that while teacher confidence is crucial, consistent motivation through training and institutional support plays a more dominant role in facilitating ICT adoption. These findings contribute to educational psychology and technology adoption literature by emphasising the need for capacity-building strategies that address both the psychological readiness and professional development of teachers. Educational stakeholders must prioritise both empowerment and support structures to bridge the gap in ICT integration and improve instructional quality.
Empowering EFL Learners’ Writing Skills through the Employment of Automated Peer Feedback Wijaya, Kristian; Iliasu, Samuel Femi; Obi, Sabina Nwakaego
Educalingua Journal Vol. 3 No. 2 (2025): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v3i2.1964

Abstract

Effective feedback provision is essential for enhancing EFL learners’ writing proficiency. Therefore, second language educators need to explore more varied and productive approaches to delivering writing feedback that supports learners’ continuous development. In this regard, the integration of automated peer feedback has emerged as a significant innovation in modern second language writing instruction. It enables learners to acquire richer insights, linguistic knowledge, and writing competencies through digitally mediated peer commentaries. This library-based study employed thematic analysis to examine 30 previously published studies on automated peer feedback. The analysis allowed the researcher to identify recurring themes and interpret relevant findings systematically. The main objective of this investigation was to explore how automated peer feedback empowers EFL learners’ writing skills. The findings revealed that automated peer feedback enhances learners’ writing development by fostering student-centered engagement and collaborative learning environments.
Influence of Emerging Technologies on Digital Innovation and Change Management Among Private Universities Administrative Staff in Ekiti State, Nigeria Ayo-Ogunlusi, Veronica Abiola; Obi, Sabina Nwakaego
JERIT: Journal of Educational Research and Innovation Technology Vol. 2 No. 2 (2025): December
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jerit.v2i2.36

Abstract

The rapid evolution of emerging technologies has transformed administrative operations in higher education, yet their effective integration in Nigerian private universities remains inconsistent. Many institutions continue to rely on traditional, paper-based processes, leading to inefficiencies, data inaccuracy, and limited organisational innovation. This study examined the influence of emerging technologies on digital innovation and change management among private universities administrative staff in Ekiti State, Nigeria. A quantitative cross-sectional survey design was adopted to collect data from the entire population of 108 administrative staff across three private universities—Afe Babalola University, Hillside University, and Venite University. Using a structured questionnaire validated by experts and tested for reliability (Cronbach’s α = 0.86), data from 102 valid responses were analysed with descriptive and inferential statistics, including multiple regression analysis at a 0.05 significance level. Findings revealed a high level of adoption of emerging technologies, with strong positive and statistically significant relationships between technology use, digital innovation (R² = 0.452), and change management (R² = 0.420). The combined effect (R² = 0.520, p < 0.05) confirmed that emerging technologies substantially enhance administrative innovation and adaptability to organisational change. The study concludes that the integration of digital tools promotes efficiency, creativity, and responsiveness in university administration. It recommends continuous staff capacity building, investment in ICT infrastructure, and strategic leadership engagement to sustain technological transformation. The study contributes empirical evidence to the discourse on digital governance and organisational change, offering practical insights for higher education administrators and policymakers.
Co-Authors Adeoye, Moses Adeleke Alabi, Opeyemi Abdullahi Ayo-Ogunlusi, Veronica Abiola Berkhout-Nwaobi, Tona Amaka DHARMA, YUDI Iliasu, Samuel Femi Oderinde, Olayinka Ibiyemi Sholihah, Mar'atus Sulaimon, Jamiu Temitope Wijaya, Kristian Wistina Seneru Yusuf, Jamilla