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All Journal Indonesian Journal of Pedagogy and Teacher Education Journal of Early Childhood Development and Education
Aliyu, Aliyu Yaya
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Perception of Teacher Educators'on Inclusive Early Childhood Education Curriculum in South East Nigeria Aliyu, Aliyu Yaya; Ihisota, Josephine Chinyere; Okonkwo, Juliet Amaka
Journal of Early Childhood Development and Education Vol. 2 No. 1 (2025): Journal of Early Childhood Development and Education (January)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i1.316

Abstract

This study examines the perception of teacher educators regarding the implementation of an inclusive early childhood education curriculum in Southeast Nigeria. Employing a descriptive survey design, a purposive sampling technique was used to select 327 teacher educators from two institutions, namely Michael Okpara University of Agriculture, Umudike (MOUAU), and Alvan Ikoku Federal University of Education, Owerri (AIFUE). Data were collected using a validated questionnaire titled "Teacher-Educators Questionnaire on Inclusive Early Childhood Education Curriculum," which achieved a reliability coefficient of 0.81. Findings reveal that teacher educators generally perceive existing training programs as effective in preparing educators for inclusive practices, but identified significant barriers, including resource shortages, societal attitudes toward disability, and insufficient training on special needs education. Cultural attitudes were also found to influence the perception and willingness of educators to embrace inclusion. The study concludes that while teacher educators hold positive attitudes and a strong commitment toward inclusive education, there is a critical need for better resources, more comprehensive training, and policy reforms to overcome existing barriers. It is recommended that government and non-governmental organizations collaborate to address these challenges by providing resources, conducting awareness campaigns, and ensuring effective policy implementation to promote inclusive education.
Towards a Policy Framework for The Use of Generative AI in Nigerian Curriculum For Early Childhood Education Aliyu, Aliyu Yaya
Journal of Early Childhood Development and Education Vol. 2 No. 2 (2025): Journal of Early Childhood Development and Education (May)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i2.332

Abstract

Background of Study: The integration of artificial intelligence (AI)—particularly generative AI (GenAI)—into early childhood education (ECE) is rapidly advancing. While it presents transformative opportunities for learning and teaching, it also raises significant ethical, regulatory, and humanistic concerns. The accelerated development of GenAI tools often outpaces the establishment of appropriate educational safeguards and policy responses. Aims and Scope of Paper: This study investigates the implications of GenAI on fundamental humanistic principles in ECE, specifically focusing on inclusivity, equity, and human agency. It aims to assess how current regulatory and institutional frameworks address the risks and responsibilities associated with GenAI in early learning environments. Methods: A qualitative methodology was employed, incorporating policy analysis and semi-structured interviews with experts in education, ethics, and technology. This approach was used to evaluate both the current state of national regulations and the readiness of educational institutions to manage GenAI integration responsibly. Result: The study found a significant misalignment between the rapid technological evolution of GenAI and the slow pace of regulatory adaptation across most countries. There is a widespread absence of clear, actionable guidelines regarding data privacy, ethical use, and accountability within educational contexts, especially for early learners. Conclusion: Without timely and thoughtful policy interventions, the adoption of GenAI in ECE may inadvertently erode core values that support equitable and inclusive education. The paper recommends that governments and institutions develop comprehensive policy frameworks, implement robust data governance mechanisms, and revise existing AI regulations to better address the unique challenges posed by GenAI in early childhood learning.
The Effects of Solar Energy Curriculum Lesson Module on Senior Secondary School Physics Students’ Awareness of Air Pollution in Abuja, Nigeri aliyu, aliyu yaya; Uwadileke Obi
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 2 (2025): Indonesian Journal of Pedagogy and Teacher Education (August 2025)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i2.498

Abstract

Background of study: Air pollution is a critical global and local environmental challenge, particularly in urban centers such as Abuja, Nigeria. Despite its health and economic impacts, awareness among secondary school students remains limited. Integrating renewable energy education, especially solar energy, into the school curriculum is considered a promising strategy to enhance environmental literacy. Aims and scope of paper: This study investigates the effect of a solar energy curriculum module on improving senior secondary school physics students’ awareness of air pollution. It aims to determine baseline awareness, assess changes after the intervention, and examine the sustainability of awareness gains over time. Methods: A quasi-experimental pre-test/post-test design was employed with a sample of 423 physics students selected through Cochran’s formula and multistage sampling. Data were collected using a validated questionnaire, “Air Pollution and Solar Energy Knowledge and Attitudes Questionnaire (APSEK-AQ),” with a Cronbach’s alpha of 0.78. Descriptive statistics and paired t-tests were used to analyze data at a significance level of p < 0.05. Result: Findings revealed a significant improvement in awareness levels after the intervention (p < 0.001). Students with high awareness increased from 7.8% to 31.7%, while those with no awareness dropped from 29.6% to 9.9%. At a one-month follow-up, more than 55% of students retained moderate to high awareness levels, demonstrating sustained impact of the intervention. Conclusion: The solar energy curriculum module effectively enhanced students’ awareness of air pollution and supported knowledge retention. The study highlights the importance of integrating context-based renewable energy education into secondary curricula to promote environmental literacy and contribute to achieving SDG 4.7 and SDG 13.
Co-Authors Ihisota, Josephine Chinyere Okonkwo, Juliet Amaka Uwadileke Obi