IJO - International Journal of Educational Research (E.ISSN: 2805-413X) (P.ISSN: 2536-6696)

Nutritional Status and Functional Capacity of Elderly in Selected Communities in Ekiti State, Nigeria

2026-08-21T10:36:54+00:00

The study examined the nutritional status and functional capacity of elderly in selected communities in Ekiti State. The study employed a cross-sectional descriptive survey research design involving 320 elderly who were selected for the study using multistage sampling techniques from four local government areas in Ekiti State. Information on dietary intake was gotten utilizing 24 hours' dietary intake. Weight (kg) and height (m) measurements were done to determine their Body Mass Index. Utilitarian capacity was evaluated utilizing Bristol activity of everyday living and Lawton and Brody instrumental activity of day to day living scale. Data collected was analyzed utilizing SPSS version 23.0. The result revealed that at critical level (p< 0.05) affiliation was seen between the degree of useful impairment and BMI of the respondents. The result further revealed that functional capacity is an element that is independently connected with nourishing status of the elderly. Additionally, the aged are defenseless against malnutrition because of some age related factors. Ceaseless assessment of these elements will help in decreasing this threat. It was recommended that provision of educational opportunities for the elderly should be prioritized. This could help to improve their cognitive function and ability to perform IADLs. Educational programs could be offered in a variety of settings such as community centers, libraries, and senior centers.

Digital Technologies and Secondary School Management Efficiency: The Role of Communication Tools and Learning Management Systems

2026-08-24T07:10:34+00:00

The growing digitalisation of education has expanded the role of technology beyond classroom instruction to the management and governance of schools. Digital communication tools and Learning Management Systems (LMS), in particular, offer opportunities for improving information flow, stakeholder coordination, administrative processes and data-informed decision-making. Yet, the extent to which these technologies translate into management efficiency remains context-dependent, especially in resource-constrained educational systems where connectivity, digital competence and institutional readiness remain uneven. This study examined the relationship between digital technologies and secondary school management efficiency, focusing specifically on digital communication tools and LMS. The empirical investigation was conducted in selected secondary schools in Buea Municipality, South West Region of Cameroon. The analyses drew on a teacher dataset (N = 254) and a separate administrator dataset (N = 20). Data were collected using structured questionnaires containing closed- and open-ended items and analysed using descriptive statistics, Spearman's rank-order correlation and qualitative thematic categorisation of recurrent open-ended responses. Findings showed that digital communication tools were positively and significantly associated with management efficiency among teachers (rs = .511, p < .001) and administrators (rs = .630, p < .001). LMS adoption showed stronger positive relationships with management efficiency among teachers (rs = .721, p < .001) and administrators (rs = .761, p < .001). Respondents associated these technologies with improved communication, coordination, planning, monitoring, stakeholder interaction and reduced dependence on manual processes. However, unreliable connectivity, inadequate access to devices, unstable electricity supply, limited digital competence and insufficient LMS training constrained effective use. The study concludes that digital technologies can strengthen secondary school management efficiency when technological availability is accompanied by user competence, institutional support and purposeful integration into routine management practices.

Digital Education and Human Capital Development in the Era of Artificial Intelligence: Opportunities, Challenges and Implications for the Future of Learning

2026-09-04T07:19:59+00:00

Artificial intelligence is rapidly reconfiguring how knowledge is delivered, acquired, and converted into productive capacity, positioning digital education among the most consequential frontiers of contemporary human capital formation. This paper therefore examined Digital Education and Human Capital Development in the Era of Artificial Intelligence: Opportunities, Challenges and Implications for the Future of Learning, with three specific objectives, namely to explore the opportunities that artificial intelligence-driven digital education presents for human capital development, to examine the challenges associated with its integration and their effect on human capital development, and to interrogate its implications for the future of learning and long-term human capital formation. The paper adopted Human Capital Theory, as its guiding framework, conceptualising education and skills acquisition as an investment yielding measurable productivity returns. Methodologically, the paper employed a narrative literature review design, synthesising recent empirical and conceptual studies drawn from reputable academic databases and analysed thematically around the three stated objectives. The findings of the paper revealed that artificial intelligence-enabled personalisation and adaptive tutoring measurably improve learning outcomes, yet these benefits remain unevenly distributed owing to algorithmic bias, infrastructural disparity, and weak regulatory enforcement, while the longer-term implication is a discernible shift from static educational attainment towards continuous, lifelong reskilling. The paper concluded that the human capital dividend of artificial intelligence-enabled digital education depends more on deliberate institutional design than on the technology itself, and recommended investment in context-aware adaptive learning platforms, mandatory algorithmic bias audits, and nationally coordinated lifelong reskilling systems.

Digital Language Use: Investigating the Impact of Lexical Innovation among Nigerian University Students

2026-09-04T08:44:52+00:00

This study examines digital language use among Nigerian university students with the focus mainly on how lexical innovation such as neologisms, slang, code-switching and code-mixing shape the students’ language use and academic practices. The rise of different digital platforms has greatly influenced Nigerian university students’ language use by increasing their linguistic creativity through various lexical forms which are not limited to the lexical innovation mentioned earlier. The data analysis is done by adopting Heider’s (1958) situational sociolinguistic model known as Attribution Theory (AT) which is combined with Booij’s (2010) Construction Morphology. Booij’s theory explains how neologisms are formed while collaboratively Heider’s model explores how the new words are assigned meaning in context. This study reveals that lexical innovation enhances creativity and constructs cultural identity. However, it may be a hindrance to the students’ attainment of high level of proficiency in their academic and formal language use.