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All Journal Acitya Wisesa: Journal of Multidisciplinary Research
Oshinowo, Oluwakemi Racheal
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Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Computer Science & IT Environmental Science Physics

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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.
Co-Authors Agoi, Moses Adeolu Agoi, Oluwanifemi Opeyemi Aziz, Aulia Luqman Sain, Shazadi Hina Sain, Zohaib Hassan