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All Journal Journal of Digital Learning and Distance Education Asian Journal of Early Childhood and Elementary Education
Nwamaka Goodness Egbue
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Adaptive Learning Systems: Bridging Instructional Technology and Personalized Pedagogy through Design Thinking Nwachukwu, Emmanuel Lucas; Nwamaka Goodness Egbue; Ijeoma VICTOR-NWAKAKU
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 5 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i5.588

Abstract

This review explores how adaptive learning systems, when guided by the principles of design thinking, can bridge the gap between instructional technology and personalized pedagogy. While technology continues to transform education, its impact remains limited when introduced without focus on learner-centered teaching practices. This study argues that technology alone cannot drive meaningful change in the classroom unless it is thoughtfully integrated into the learning process through pedagogical strategies informed by the needs of learners and teachers. The review examines major instructional challenges in contemporary classrooms, including large class sizes, learner diversity, insufficient digital literacy, and inadequate feedback mechanisms. It discusses how design thinking through its stages of empathizing with learners, defining their needs, generating ideas, prototyping solutions, and testing them in the classroom offers a structured yet flexible approach to addressing these challenges. Within this framework, adaptive learning systems emerge as powerful tools for personalizing instruction, delivering differentiated learning pathways, providing real-time feedback, and supporting data-driven decision-making. The review proposes a step-by-step pathway to harmonize technology with pedagogy, emphasizing the importance of empowering educators with analytics and tools, tailoring instruction to individual learners, and creating inclusive environments where learners progress at their own pace. The findings reveal significant implications for practice and policy. It concludes that the fusion of design thinking and adaptive learning has the potential to transform technology from a detached tool into an integral part of teaching and learning, creating more equitable, learner-centered environments that reflect the realities of diverse classrooms and the demands of digital education.
Teachers’ Perceptions of Inadequate Outdoor Play Among Preschool Children in Aba, Abia State, Nigeria Emmanuel Lucas Nwachukwu; Nwamaka Goodness Egbue; Ijeoma VictorNwakaku; Unegbu Lasbrey Ikechukwu
Asian Journal of Early Childhood and Elementary Education Vol 4 No 2 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i2.9209

Abstract

Although outdoor play is widely recognized as essential to early childhood development, its provision in many preschool settings remains inadequate. This study examined preschool teachers’ perceptions of inadequate outdoor play provision in Aba, Abia State, Nigeria, with particular attention to its availability, developmental implications, and implementation constraints. A descriptive survey design was employed involving teachers in registered public and private preschools. Using multistage sampling based on Yamane’s formula with a 5% margin of error, 212 questionnaires were distributed, and 200 valid responses were analyzed. Data were analyzed using descriptive statistics and chi-square tests. The findings indicate that outdoor play provision remains inadequate, as reflected in limited space, restricted daily access, insufficient time allocation, and safety concerns (cluster mean = 2.26). Teachers also agreed that limited outdoor play adversely affects children’s physical activity, peer interaction, classroom behaviour, and attention regulation (cluster mean = 3.47). No significant subgroup differences were identified. These findings reveal a persistent gap between teachers’ recognition of the developmental importance of outdoor play and the structural conditions constraining its implementation. The study concludes that improving outdoor play provision requires stronger facility standards and greater reinforcement of play-based pedagogy in early childhood education settings.
Co-Authors Emmanuel Lucas Nwachukwu Ijeoma VICTOR-NWAKAKU Ijeoma VictorNwakaku Nwachukwu, Emmanuel lucas Unegbu Lasbrey IKECHUKWU