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All Journal Srawung: Journal of Social Sciences and Humanities Acitya Wisesa: Journal of Multidisciplinary Research
Sain, Shazadi Hina
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Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Environmental Science Physics Social Sciences Other

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REIMAGINING THE DIGITAL ORACLE: AN AFRICAN PHILOSOPHICAL AND THEOLOGICAL CRITIQUE OF ARTIFICIAL INTELLIGENCE Folaranmi, Bukola Abosede; Agoi, Moses Adeolu; Sain, Zohaib Hassan; Sain, Shazadi Hina; Aziz, Aulia Luqman
Srawung: Journal of Social Sciences and Humanities [IN PRESS] Vol. 4 Issue 4 (2025)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jssh.v4i4.869

Abstract

The emergence of artificial intelligence (AI) as a source of insight invites its characterization as a "digital oracle," a metaphor with particular resonance in Africa where traditions of divination are deeply embedded. This analogy, however, raises critical questions regarding the understanding, legitimacy, and governance of such systems. This paper employs a multidisciplinary approach, integrating contemporary AI ethics with African philosophy and religious perspectives, to analyze this metaphor. Using the prophetic figure central to Yoruba Ifá divination as a comparative framework, we contrast the communal, symbolically interpreted guidance of traditional oracles (Bascom, 1969) with AI's data-driven predictions, which often lack moral authority and community accountability. In response, we propose that the Ubuntu philosophy, grounded in relational humanity and moral duty, provides a vital corrective. The analysis is structured around four lenses: (1) epistemic opacity and interpretive authority; (2) relational personhood and communal responsibility; (3) spiritual and moral discernment; and (4) decolonial governance. We argue that AI should not be considered an autonomous philosophical oracle but can serve as a valuable decision-support tool when consciously embedded within robust systems of ethics, interpretation, and community. The paper concludes by advocating for AI development guided by Ubuntu ethics, the inclusion of religious thought, and formal decolonial governance. This approach seeks to transform AI into a context-aware tool that serves humanity, rather than an unaccountable digital predictor.
DESIGNING DIGITAL LEARNING FRAMEWORKS FOR PAKISTANI SCHOOLS: A PRACTICAL APPROACH Sain, Shazadi Hina; Sain, Zohaib Hassan; Aziz, Aulia Luqman; Abdullah, Nurulannisa
Srawung: Journal of Social Sciences and Humanities [IN PRESS] Vol. 4 Issue 4 (2025)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jssh.v4i4.871

Abstract

The integration of digital technologies into education has emerged as a transformative strategy for addressing challenges in Pakistani private schools. This research investigates the effectiveness of digital tools in designing inclusive and impactful learning plans, employing theoretical frameworks such as TPACK, SAMR, and the 5E instructional model. The study examines how these tools enhance curriculum delivery and student engagement, with a specific focus on platforms like Padlet, Nearpod, and FigJam. This qualitative research utilised a sample of 20 Grade 2 students and 31 teachers from private schools, chosen for their established yet diverse technological infrastructure. The mixed-methods approach included surveys, semi-structured interviews, and classroom observations to evaluate the application and impact of digital technologies. The study also explored how these tools align with educational objectives and cater to varying learner needs. Key findings reveal that digital technologies significantly enhance collaboration, critical thinking, and differentiated learning experiences, particularly benefiting visual and auditory learners. However, challenges such as inconsistent internet access, limited resources, and varying teacher competencies were identified. The research proposes actionable strategies to address these barriers, including professional development for educators, improved infrastructure, and tailored digital solutions. This study highlights the critical role of digital tools in fostering scalable and inclusive learning environments. It underscores the need for sustained investment in technology integration and teacher training to ensure equitable access and maximise the potential of digital education in resource-constrained contexts. Future implications suggest adopting innovative models and policies to bridge digital divide and enhance learning outcomes across diverse educational settings.
EVALUATING THE IMPACT OF DIGITAL TRANSFORMATION ON PUBLIC SERVICE DELIVERY EFFICIENCY AND ACCOUNTABILITY Sain, Zohaib Hassan; Aziz, Aulia Luqman; Lawal, Uthman Shehu; Abdullah, Nurulannisa; Sain, Shazadi Hina
Acitya Wisesa: Journal of Multidisciplinary Research [IN PRESS] Vol. 4 Issue 4 (2025)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jmr.v4i4.868

Abstract

The digital revolution transforms public administration, notably service delivery efficiency and accountability. According to this study, the digital tools and platforms used by governments worldwide impact public service delivery efficiency and accountability. This study examines how digital technologies like e-governance and data analytics influence public sector operations and how organisational culture and leadership might offset these effects. A mixed-approaches design employing qualitative and quantitative methods achieved research aims. Semi-structured interviews and focus groups with public sector workers and others produced qualitative data, while surveys and secondary data analysis acquired quantitative data. Thematic analysis was done in NVivo for qualitative data, while descriptive statistics, correlation, and regression were done in SPSS for quantitative data. Quantitative analysis indicates that digital transformation strongly impacts service delivery efficiency (R² = 0.42, F (3, 246) = 15.67, p < 0.001) and accountability (R² = 0.36, F (3, 246) = 12.29, p < 0.001). Significant predictors of service delivery efficiency and accountability include digital transformation (β = 0.45, p < 0.001), organisational culture (β = 0.35, p < 0.01), and leadership (β = 0.32, p < 0.05). Qualitative studies revealed that automation, real-time data sharing, transparency, and public involvement improve efficiency and accountability. This research found that digital transformation boosts public administration efficiency and accountability. Implementation needs a supportive workplace and good leadership. This study argues that governments should encourage digital adoption, address data privacy concerns, and close the digital divide to provide inclusive and equitable digital services.
AN AI-DRIVEN TEACHING PROTOTYPE FOR EARLY CHILDHOOD EDUCATION: A DEVELOPMENTAL APPROACH TO EDUCATIONAL MANAGEMENT Oshinowo, Oluwakemi Racheal; Agoi, Moses Adeolu; Sain, Zohaib Hassan; Sain, Shazadi Hina; Aziz, Aulia Luqman
Acitya Wisesa: Journal of Multidisciplinary Research Vol. 4 Issue 2 (2025)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jmr.v4i2.867

Abstract

Early childhood represents a critical period for cognitive, social, and emotional development, where foundational skills in literacy, numeracy, attention, and social interaction are established. High-quality early childhood education (ECE), as underscored by research such as that of Roslan et al. (2022), is pivotal for preparing children for formal schooling and fostering long-term academic and social success. This study investigates the integration of an AI-driven teaching prototype, incorporating interactive, adaptive storytelling agents and gamified learning platforms, within the ECE environment. A mixed-methods approach was employed, involving 80 children and 16 educators. The research instruments demonstrated high reliability, with a Cronbach's α of 0.782. Quantitative findings revealed significant improvements in several domains: reading skills (22%), mathematical understanding (17%), attention span (19%), and teacher-reported instructional effectiveness (24%). Qualitatively, the AI prototype was found to enhance student engagement, acceptance, and personalised learning experiences, thereby enabling educators to dedicate more time to providing targeted social-emotional support and individualized instruction. However, the study also identified significant challenges, including disparities in technology access, the potential for over-reliance on AI tools, and insufficient teacher training for effective technology integration. These findings emphasize the necessity for a carefully managed, human-centric implementation strategy. We conclude that while AI-driven tools hold transformative potential for ECE by augmenting pedagogical capabilities and personalizing education, their efficacy is contingent upon equitable access, ethical application, and sustained teacher professional development. Recommendations are offered for policymakers, educational administrators, and teachers to guide the sustainable integration of AI in early learning environments.
Co-Authors Abdullah, Nurulannisa Agoi, Moses Adeolu Aziz, Aulia Luqman Folaranmi, Bukola Abosede Lawal, Uthman Shehu Oshinowo, Oluwakemi Racheal Sain, Zohaib Hassan