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All Journal Acitya Wisesa: Journal of Multidisciplinary Research Dharmahita: Journal of Community Service and Development
Oshinowo, Oluwakemi Racheal
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Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Environmental Science Physics Social Sciences

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A SURVEY ON THE IMPORTANCE AND IMPACT OF THE INTERNET ON LIFE-LONG EDUCATION: IMPLICATION FOR EDUCATIONAL DEVELOPMENT Agoi, Moses Adeolu; Sain, Zohaib Hassan; Oshinowo, Oluwakemi Racheal; Agoi, Oluwanifemi Opeyemi
Acitya Wisesa: Journal of Multidisciplinary Research Vol. 4 Issue 3 (2025)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jmr.v4i3.580

Abstract

The rapid evolution of digital technology has significantly transformed the education landscape, mainly through integrating the internet. This shift has enhanced pedagogical activities in life-long education, making them more effective and engaging while ensuring widespread accessibility to learning resources. The availability of free online content has enabled users to communicate, share ideas, and acquire new skills seamlessly. The internet, a global system of interconnected computer networks, has become an indispensable tool in this digital age, opening vast knowledge reservoirs for teachers and students. This study investigates the internet's importance and impact on education, aiming to evaluate its role in improving educational practices and lifelong learning. An empirical approach was adopted, utilizing a structured questionnaire distributed among 100 students in two higher learning institutions. The findings revealed that the internet enhances academic performance, fosters critical thinking, encourages collaboration, and promotes independent learning. Furthermore, it highlighted the significant role of internet technology in democratizing education by providing accessible and affordable learning opportunities. In conclusion, the incorporation of internet technology has positively influenced the quality of the pedagogical process, thereby supporting the development and sustainability of lifelong education. These results underscore the internet's transformative potential in fostering educational advancement in the 21st century.
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.
Improving Digital Financial Literacy and Fintech Utilization among Students through Education and Mentoring Programs at Lagos State University of Education Nigeria Agoi, Moses Adeolu; Oshinowo, Oluwakemi Racheal; Asipah, Asipah
Dharmahita: Journal of Community Service and Development Dharmahita Vol 3, No 1, 2026
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/dharmahita.v3i1.14372

Abstract

This community service program aimed to enhance digital financial literacy and promote the responsible use of financial technology (FinTech) among university students at Lagos State University of Education, Nigeria. The primary objective was to empower students with essential knowledge, skills, and ethical awareness needed to navigate digital financial technologies (DFINTECH) safely and effectively in their daily financial activities. The program adopted a participatory and educational-based approach that integrated capacity building, practical mentoring, and reflective evaluation. The method was implemented through four sequential stages: needs assessment, educational intervention, mentoring and practical engagement, and evaluation and reflection. The needs assessment identified students’ levels of financial literacy, patterns of FinTech usage, and key challenges related to digital security and financial decision-making. Educational interventions were delivered through interactive workshops covering budgeting, saving, responsible borrowing, FinTech services, digital security, and ethical issues. This was followed by mentoring and hands-on activities that guided students in critically evaluating and responsibly using selected FinTech applications. Program effectiveness was assessed through feedback instruments, observations, and reflective discussions. The results indicate a noticeable improvement in students’ understanding of digital financial concepts, awareness of financial risks, and confidence in using FinTech responsibly. Participants demonstrated increased critical thinking toward digital financial products and greater self-regulation in financial behavior. Overall, the program contributed positively to strengthening students’ financial resilience and promoting sustainable and ethical engagement with digital financial technologies.
Co-Authors Agoi, Moses Adeolu Agoi, Oluwanifemi Opeyemi Asipah, Asipah Aziz, Aulia Luqman Sain, Shazadi Hina Sain, Zohaib Hassan