International Journal of Social Sciences, Language and Linguistics
International Journal of Social Sciences, Language and Linguistics (IJSSLL)
All articles are published under the Creative Commons Attribution 4.0 License (CC BY 4.0). Authors retain full copyright of their work. Content is freely accessible and can be shared or reused with proper attribution. This ensures open access and promotes global dissemination of knowledge.
Articles ‘der, die, das’ in the German language are important. Unlike some other languages, there are three grammatical genders of nouns. Fortunately, there are rules, often the ending of a word determines the article.
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0
The Importance of Social Sciences in Understanding and Solving Modern Societal Issues
The growing complexity of contemporary societal challenges—ranging from economic inequality and political polarization to climate change and public health crises—necessitates a comprehensive and interdisciplinary analytical approach. Social sciences play a pivotal role in understanding these challenges by examining human behavior, institutional structures, and socio-economic systems. This study investigates the importance of social sciences in diagnosing, interpreting, and proposing solutions to modern societal issues. Using a synthesized analytical framework grounded in sociology, economics, political science, and psychology, the research evaluates how social science methodologies contribute to evidence-based policymaking and societal transformation. The study adopts a mixed-method conceptual analysis, integrating insights from existing literature and empirical trends to highlight the applicability of social science frameworks in real-world contexts. Findings indicate that social sciences are indispensable in identifying root causes of societal problems, designing interventions, and evaluating policy outcomes. Moreover, interdisciplinary collaboration enhances the capacity to address multifaceted issues such as inequality, governance failures, and social fragmentation. The discussion emphasizes the need for increased integration of social science research into policymaking processes, as well as the importance of strengthening institutional support for social science education and research. The study concludes that social sciences are not only relevant but essential for sustainable development and societal resilience in the modern era.
Persistent Challenges in Subject–Verb Agreement: Evidence from English Majors at a University in Eswatini
This qualitative study investigated subject-verb agreement (SVA) errors in the writings of English major students at a university in Eswatini. Guided by the Contrastive Error Analysis (CEA) framework, the study examined how first language (L1) siSwati and second language (L2) English interactions shaped grammatical performance accuracy. Data were purposively collected from student essays and reflective writings, from which 55 sentences containing SVA errors were extracted and analysed for patterns and causes. The findings revealed a hierarchy of error types: omission (most frequent) → addition (moderate) → misinformation (least frequent). These patterns were primarily attributed to interlingual and intralingual influences (overgeneralization, incomplete grammatical knowledge) and processing difficulties. Omission errors dominated due to the low salience of English inflectional morphemes, while addition and misinformation errors resulted from L1 transfer, overgeneralization, and syntactic complexity. Contributing factors included incomplete understanding of grammatical rules, test anxiety, time constraints, and inadequate editing. The study recommended supportive pedagogical interventions such as low-stakes writing tasks, time management guidance, and constructive feedback to reduce learner anxiety and improve grammatical accuracy.
Copyright (c) 2026 Phindile A. Dlamini (Author) https://creativecommons.org/licenses/by/4.0
When The Agent Goes Missing: SiSwati L1 Learners’ Struggles with English Passives
This study examined how siSwati L1 speakers acquire and produce English passive constructions, focusing on the promotion of the agent in the nominative case to the subject position. It explored how structural differences between siSwati and English influence learners’ use of the passive voice. The study contrasted passive constructions in the two languages, identified areas of structural non-correspondence that predict syntactic transfer, and analysed learners’ written passives to determine sources of error. Data were drawn from a passive construction task administered to second- and third-year university students majoring in English. Using contrastive analysis, the findings revealed significant non-correspondence effects, particularly in agent promotion and tense–participle formation. Although learners demonstrated general awareness of passive morphology, many produced errors linked to interlingual transfer, intralingual transfer, and peripheral normativity. The study concludes that these difficulties reflect both L1 interference and incomplete L2 syntactic development, highlighting the need for targeted pedagogical support in teaching English passives in siSwati-dominant contexts.
From Chalkboards to Chatbots: Repositioning Education in the Age of Artificial Intelligence and Uncertain Futures
The evolution of education from chalkboards to digital platforms reflects more than a shift in tools—it signifies a profound transformation in the purpose, structure, and delivery of learning in the 21st century. In an era increasingly shaped by artificial intelligence (AI), rapid technological advancement, and global uncertainty, traditional models of education, once centred on content transmission and standardized outcomes, are becoming insufficient for preparing learners for complex, dynamic futures. This paper critically examines the repositioning of education in the age of AI, interrogating the tensions between technological innovation and human-centred learning, and the implications for policy, pedagogy, and practice. Drawing on Human Capital Theory and Constructivist Learning Theory, the paper adopts a critical and interdisciplinary lens to explore how education systems can move beyond instrumental, market-driven approaches toward more holistic, inclusive, and future-oriented paradigms. It highlights the need to reconceptualize digital literacy not merely as technical competence, but as a multidimensional capability encompassing critical thinking, ethical reasoning, creativity, and adaptive learning. The analysis further underscores persistent challenges, including digital inequities, policy-practice gaps, teacher preparedness, and the marginalization of indigenous and local knowledge systems—particularly within small island developing states such as Fiji. Importantly, the paper argues that while AI and emerging technologies present transformative opportunities for personalized learning, global collaboration, and knowledge democratization, they also raise critical concerns around ethics, data governance, and the dehumanization of education. As such, the future of education must be anchored in a balanced integration of technological innovation and human values, fostering learners who are not only digitally competent but also socially responsible, culturally grounded, and resilient in the face of uncertainty. The paper concludes by proposing a forward-looking framework for educational transformation that emphasizes policy coherence, pedagogical innovation, inclusive digital ecosystems, and sustained investment in teacher development. Ultimately, repositioning education in this era requires a paradigm shift, from teaching as knowledge delivery to learning as a dynamic, lifelong, and contextually responsive process, capable of preparing individuals and societies for an unpredictable and rapidly evolving world.
Copyright (c) 2026 Davendra Sharma (Author) https://creativecommons.org/licenses/by/4.0
Bridging the Digital Pedagogy Divide in Fiji: Teacher Readiness, Student Competencies, and the Limits of Policy in the Fifth Industrial Revolution
The accelerating transition into the Fifth Industrial Revolution (5IR) has intensified the demand for digitally competent, critically engaged, and adaptive learners. However, in many education systems, particularly in small island developing states such as Fiji, a significant and widening gap exists between students’ digital competencies and teachers’ technological readiness. This paper critically examines the digital pedagogy divide in Fiji, arguing that while students are increasingly immersed in technology-rich environments, many educators remain constrained by limited digital skills, insufficient professional development, and policy–practice disconnects. Drawing on a qualitative-dominant analytical framework, the study synthesizes existing literature, policy documents, and contextual evidence to interrogate the extent to which current education policies effectively address this disparity. The analysis reveals that although national frameworks emphasize digital transformation and 21st-century skills, implementation remains fragmented due to infrastructural inequities, limited teacher training, and restrictive institutional practices, including the prohibition or limited integration of digital devices in classroom settings. These contradictions highlight a critical tension between policy aspirations and pedagogical realities. The paper further argues that the persistence of this divide is not merely a technological issue but a pedagogical and systemic challenge, rooted in traditional teaching models that have not evolved in tandem with the demands of the 5IR. It emphasizes the need to reposition teachers as facilitators of digitally mediated, student-centred learning, supported by continuous professional development, culturally responsive pedagogies, and inclusive digital policies. In the Fijian context, the integration of indigenous knowledge systems and relational approaches to learning is also essential in ensuring that digital transformation is both contextually relevant and socially sustainable. By foregrounding the limitations of policy-driven approaches alone, this paper contributes to ongoing debates on educational reform by proposing a more holistic model that integrates teacher capacity-building, pedagogical innovation, and systemic alignment. It concludes that bridging the digital pedagogy divide in Fiji requires a paradigm shift, from compliance-based policy implementation to transformative, practice-oriented strategies that empower both teachers and learners to thrive in an increasingly complex and technology-driven world.
Pedagogical Approaches for the Future: Preparing Learners for AI and Changing Labour Markets
The rapid advancement of artificial intelligence (AI), digital technologies, and evolving labour market dynamics is fundamentally reshaping the purpose and practice of education in the 21st century. Traditional pedagogical models, largely rooted in content transmission and standardized assessment, are increasingly inadequate for preparing learners to navigate complex, uncertain, and technology-driven futures. This paper critically examines the need for transformative pedagogical approaches that align with the demands of AI-integrated societies and shifting workforce expectations. Drawing on the complementary perspectives of Human Capital Theory and Constructivist Learning Theory, the study explores how education can be repositioned to balance economic imperatives with holistic human development. It argues for a transition toward learner-centred, future-ready pedagogies that emphasize critical thinking, creativity, collaboration, ethical reasoning, and lifelong learning. The integration of AI within education is analysed, not merely as a technological enhancement but as a catalyst for redefining teaching and learning processes, enabling personalized, adaptive, and experiential learning environments. The paper further highlights key challenges, including digital inequities, teacher preparedness, policy–practice gaps, and ethical concerns surrounding AI use in education. Particular attention is given to the need for contextually responsive and culturally grounded pedagogies, especially within developing and small island contexts. Ultimately, the paper contends that the future of education lies in a balanced synthesis of technological innovation and human-centred values. Reimagining pedagogy in this way is essential to developing learners who are not only workforce-ready but also adaptable, ethically grounded, and capable of thriving in rapidly changing and uncertain global environments.
Digital Innovation, Psychological Empowerment, And Human Resource Capability as Determinants of Sme Performance in Southwestern Nigeria: A Socio-Technical Systems Approach
This study examines the combined effect of digital innovation, psychological empowerment, and human resource capability on the performance of Small and Medium-sized Enterprises (SMEs) in South-western Nigeria. Digital innovation, characterized by the adoption of technologies such as artificial intelligence, cloud computing, and e-commerce platforms, has become a critical driver of operational efficiency, customer engagement, and competitive advantage. However, SMEs in Nigeria face persistent challenges including limited infrastructure, high implementation costs, and inadequate digital skills, which constrain effective adoption. In parallel, psychological empowerment—defined by employees’ sense of autonomy, competence, meaning, and impact—plays a vital role in enhancing motivation, job satisfaction, and productivity. Human resource capability further strengthens organizational performance through the development of employees’ skills, knowledge, and competencies. A quantitative survey research design was adopted, with data collected from 500 SME operators across six South-western states using a multi-stage sampling technique. Data were analyzed using multiple regression analysis. The findings reveal that psychological empowerment significantly influences SME performance, explaining a substantial proportion of performance variation. Moreover, digital innovation and human resource capability were found to complement empowerment in driving organizational outcomes. Importantly, the study establishes a strong synergistic relationship among the three variables, indicating that their combined effect is greater than their individual contributions. The study concludes that SMEs that integrate digital technologies while fostering employee empowerment and developing human resource capabilities achieve superior performance. It recommends that SME managers adopt a holistic socio-technical approach to enhance sustainability and competitiveness.
Copyright (c) 2026 NJOKU, Charity Oluchi, FALOYE Dotun O., ENYIOKO, Chilaka Onyekachi (Author) https://creativecommons.org/licenses/by/4.0
A Backward-Looking Analysis of Blending Language Instruction for Healthcare Contexts with Entertainment Media to Improve Mental Health Terminology among Learner Nurses
The increasing globalization of healthcare demands that nursing professionals acquire not only clinical expertise but also advanced linguistic competence, particularly in mental health communication. This study presents a retrospective research analysis examining the integration of healthcare-oriented language instruction with entertainment-based media, specifically subtitled audiovisual content, to enhance psychiatric vocabulary acquisition among nursing students. Drawing on interdisciplinary literature from English for Specific Purposes (ESP), second language acquisition, and media-assisted learning, the study investigates how exposure to captioned audiovisual narratives contributes to contextualized vocabulary development, comprehension, and retention. The research adopts a retrospective analytical design, synthesizing findings from prior implementations of audiovisual learning tools and edutainment strategies in educational contexts. It evaluates the effectiveness of integrating subtitled television content, particularly Korean drama series, within structured language instruction frameworks tailored for healthcare learners. The analysis identifies key mechanisms such as multimodal input processing, contextual reinforcement, and emotional engagement as critical drivers of improved lexical acquisition. Findings indicate that combining entertainment media with domain-specific language instruction significantly enhances students’ ability to acquire and apply mental health terminology. The approach facilitates deeper semantic understanding, improves retention, and reduces cognitive barriers associated with abstract psychiatric vocabulary. Furthermore, the integration supports the development of cultural sensitivity and empathy, which are essential for effective mental health care delivery. The study also highlights challenges, including variability in language proficiency, the need for pedagogical scaffolding, and potential over-reliance on entertainment content without structured guidance. Despite these limitations, the research demonstrates that edutainment-based learning models represent a viable and innovative approach for enhancing specialized vocabulary in nursing education. This paper contributes to the growing body of literature on technology-enhanced language learning and ESP by offering a comprehensive framework for integrating audiovisual media into healthcare language instruction. It provides practical implications for curriculum design and suggests directions for future research in multimedia-assisted professional education.
Students' Level of Satisfaction on The Career Planning and Development Services of the University of Cebu-Main Campus
This study examined the level of students’ satisfaction with the Career Planning and Development Services of the University of Cebu–Main Campus. Using a descriptive-quantitative research design using a survey method, data were gathered from 205 undergraduate and graduate students across various colleges and programs. The study assessed satisfaction in terms of relevance of services, job placement support, career advisement, and follow-up mechanisms. Results revealed that students were very satisfied with the overall implementation of career planning and development services. Statistical tests further indicated that age, sex, and program enrolled were not significantly related to students’ satisfaction, while college enrolled showed a significant relationship. These findings suggest that institutional context influences how career services are perceived by students. The study highlights the importance of continuously enhancing career services to address the diverse needs of academic units. Consequently, the results serve as a basis for an action plan aimed at strengthening career development initiatives within the university.
Copyright (c) 2026 Pedro Ocdenaria-Quiňal, Jr. (Author) https://creativecommons.org/licenses/by/4.0
Beyond the Cane: Reimagining School Discipline in Fiji and the Pacific
Corporal punishment has historically been embedded within schooling systems across Fiji and the Pacific, often justified as a culturally accepted method of maintaining discipline and authority. However, increasing global advocacy for child protection, alongside regional policy reforms aligned with the United Nations Convention on the Rights of the Child, has intensified calls to critically reassess its role in contemporary education. This paper interrogates the continued use and perceived effectiveness of corporal punishment in addressing student behavioural challenges, arguing that it is neither pedagogically sustainable nor ethically defensible in modern learning environments. Drawing on interdisciplinary literature, policy analysis, and emerging empirical insights from the Pacific context, the study highlights the adverse psychological, social, and educational consequences associated with punitive disciplinary practices. It further situates corporal punishment within broader ethical frameworks, particularly deontological ethics, utilitarianism, and the ethics of care, to demonstrate its incompatibility with principles of dignity, equity, and relational pedagogy. Importantly, the paper foregrounds the tension between entrenched cultural norms and evolving human rights discourses, emphasizing the need for contextually grounded yet transformative approaches to discipline. In response, the paper advances a reconceptualization of school discipline through the lens of positive behaviour support, restorative practices, and culturally responsive pedagogy that resonate with Pacific values of respect, community, and reciprocity. It argues that effective discipline must move beyond compliance-driven models toward approaches that foster self-regulation, accountability, and holistic student development. The study concludes by offering policy and practice recommendations aimed at supporting educators, school leaders, and policymakers in transitioning from punitive to restorative and ethically grounded disciplinary frameworks. Ultimately, this paper contributes to ongoing debates on educational reform in Fiji and the Pacific by positioning discipline not as control, but as a transformative process central to nurturing inclusive, respectful, and future-ready learners.
Education on the Frontlines of Climate Change: Repositioning Education Systems in Pacific Island States.
Small Pacific Island States are among the most climate-vulnerable regions in the world, facing increasing threats from sea-level rise, extreme weather events, coastal erosion, freshwater scarcity, and ecosystem degradation. These environmental pressures are not only transforming livelihoods, infrastructure, and settlement patterns but are also profoundly reshaping the educational landscape. Schools, which serve as critical sites for knowledge transmission, social cohesion, and community resilience, are increasingly situated on the frontlines of climate change. This paper argues that the impacts of climate change will compel Pacific Island nations to fundamentally reposition and reconfigure their education systems in order to respond effectively to emerging environmental, social, and economic challenges. Drawing on existing scholarship on climate change education, resilience theory, and education for sustainable development, this study examines how climate-related disruptions—such as school displacement, disaster-induced interruptions to learning, and climate-driven migration—are influencing education policy and practice in Pacific Island States. The paper further explores the growing recognition that education systems must move beyond traditional curricular models to incorporate climate literacy, disaster preparedness, indigenous ecological knowledge, and community-based resilience strategies. In doing so, schools can play a transformative role in equipping future generations with the knowledge, skills, and adaptive capacities needed to navigate an increasingly uncertain climatic future. Particular attention is given to the Pacific context, where education systems must operate within geographically dispersed islands, limited resources, and high exposure to climate hazards. The paper highlights how education can function as a strategic mechanism for climate adaptation by strengthening community resilience, promoting sustainable environmental stewardship, and preparing youth to participate in climate-responsive governance and development. However, despite increasing global attention to climate change education, significant gaps remain in policy integration, teacher preparedness, curriculum reform, and infrastructure resilience within Pacific education systems. The study concludes that repositioning education systems in Pacific Island States requires a holistic and forward-looking approach that integrates climate change adaptation into educational planning, curriculum design, infrastructure development, and teacher training. Such transformation is essential not only for safeguarding learning continuity but also for empowering Pacific communities to respond proactively to the complex realities of climate change. By situating education at the centre of climate resilience strategies, Pacific Island nations can transform schools into hubs of knowledge, adaptation, and sustainable development.
Teaching with Emotional Intelligence: Repositioning Teacher Education for Holistic and Future-Ready Learning
In recent decades, educational discourse has increasingly emphasized the development of cognitive skills, technological competence, and labour market readiness among students. However, comparatively less attention has been given to the emotional and relational dimensions of teaching and learning, particularly in the preparation of teachers themselves. This paper examines the critical role of emotional intelligence (EI) in transforming teacher education to support holistic, inclusive, and future-oriented learning environments. Emotional intelligence, defined as the ability to perceive, understand, manage, and utilize emotions effectively, has emerged as a key competency for educators navigating complex classroom dynamics, diverse student populations, and rapidly changing educational contexts. Drawing on interdisciplinary scholarship from educational psychology, teacher education, and socio-emotional learning research, the paper argues that emotionally intelligent teachers are better equipped to foster positive classroom climates, support student wellbeing, enhance engagement, and promote meaningful learning outcomes. The study critically reviews contemporary literature on emotional intelligence in education and highlights how EI competencies, such as self-awareness, empathy, emotional regulation, and relationship management—are fundamental to effective pedagogy and leadership in modern classrooms. Despite the growing recognition of socio-emotional learning within school curricula, the integration of emotional intelligence into teacher preparation programs remains limited in many contexts. This paper therefore proposes a conceptual framework that positions emotional intelligence as a core component of teacher education, alongside pedagogical knowledge, digital competence, and critical thinking skills. By embedding EI within teacher training curricula, practicum experiences, and professional development programs, teacher education institutions can cultivate educators who are capable of responding to the complex emotional, cultural, and social realities of contemporary schooling. The discussion further considers the implications of emotionally intelligent teaching for student development, particularly in relation to wellbeing, resilience, collaboration, and ethical citizenship—qualities increasingly recognized as essential for navigating the uncertainties of the twenty-first century. In addition, the paper reflects on the relevance of emotional intelligence for educational contexts in the Global South, including Pacific Island nations such as Fiji, where culturally responsive, relational, and community-oriented approaches to education are particularly significant. Ultimately, this paper argues that repositioning teacher education to prioritize emotional intelligence is essential for preparing educators who can teach not only with knowledge and skill but also with empathy, compassion, and cultural awareness. Integrating emotional intelligence into teacher education frameworks has the potential to strengthen teaching effectiveness, enhance student learning experiences, and contribute to more humane, inclusive, and future-ready education systems.
Organizational Culture, Human Resource Development, And Employee Performance in Nigerian Private Universities: An Empirical Analysis
This study examines the relationship between organizational culture, human resource development (HRD), and employee performance in private universities in Southwestern Nigeria. The increasing competition within Nigeria’s higher education sector has compelled private universities to prioritize human capital development in order to achieve institutional effectiveness and academic excellence. Despite growing investments in HRD initiatives such as training, career development, and performance management, evidence suggests that these initiatives do not always translate into improved employee performance. This study therefore investigates how HRD influences employee performance while considering the mediating role of employee motivation and the contextual influence of organizational culture. A survey research design was adopted, and data were collected from academic and non-academic staff across six selected private universities in Southwestern Nigeria. Using a multi-stage sampling technique, 409 questionnaires were distributed, out of which 380 valid responses were analyzed. Hierarchical multiple regression analysis was employed to examine the relationships among the variables. The findings reveal that HRD significantly influences employee performance, while employee motivation partially mediates the relationship between HRD and performance. The results further indicate that a supportive organizational culture enhances the effectiveness of HRD initiatives by encouraging employee engagement and professional development. The study concludes that integrating HRD practices with motivational strategies and positive organizational culture is essential for improving employee performance and sustaining institutional competitiveness in Nigerian private universities.
Copyright (c) 2026 OLADIMEJI, Bayode Samuel, FALOYE Dotun. O., ENYIOKO Chilaka Onyekachi (Author) https://creativecommons.org/licenses/by/4.0
The nation-state as a structural actor of democratic metamorphosis
This study examines the return of the nation-state as a structural actor in the contemporary transformation of democracy. Starting from the critique of the post-sovereignty paradigm of the 1990s—which predicted the progressive erosion of state sovereignty in the face of globalization and multi-level governance—the paper argues that developments of the last decade have shown the analytical limits of this model. The financial crises, the COVID-19 pandemic, the return of war in Europe, and geopolitical rivalry between great powers have restored the nation-state as a central node of security, political economy, and democratic legitimacy. The paper also treats the case of Albania and Kosova as a micro-laboratory of this democratic metamorphosis, where the tensions between limited sovereignty, institutional legitimacy, and geopolitical pressure appear in a condensed manner. The analysis argues that without a functional state and real capacities for action, democracy risks being reduced to a formal procedure, while the strengthening of the state—if it remains within the democratic framework—can serve as a prerequisite for institutional resilience. In conclusion, the study suggests that the return of the nation-state should not be interpreted as a historical regression, but as a sign of an ontological metamorphosis of democracy in the post-neoliberal order. In this process, the nation-state appears as a political space where sovereignty, security and democratic representation are negotiated, while for the Albanian space the reconfiguration of state capacities and their functional integration appear as key factors for democratic stability and geopolitical role in Southeast Europe.
Copyright (c) 2026 Dr. Sadri RAMABAJA (Author) https://creativecommons.org/licenses/by/4.0
Genre and Persuasion: Rhetorical Structure of Online Editorials on the Nigerian Tax Reform Acts of 2025
This article examines the rhetorical structures and persuasive strategies employed in online editorials addressing Nigeria's Tax Reform Acts of 2025. Using Rhetorical Structure Theory (RST) as the analytical framework, the study analyzes three editorials from major Nigerian news outlets to identify how genre conventions and rhetorical relations construct persuasive arguments about fiscal policy. The findings reveal that editorials employ distinct rhetorical patterns that combine problem-solution structures with evidence-based argumentation, strategically positioning tax reform as either an economic necessity, a social imperative, or a technical modernization. The study demonstrates that RST provides a systematic approach to understanding how editorials organize discourse to achieve persuasive purposes within the public sphere, contributing to broader understanding of editorial genre conventions in policy discourse.
Copyright (c) 2026 Samuel Oyeyemi Agbeleoba, BAMISAYE Toyin, Janet Olufunke Bello (Author) https://creativecommons.org/licenses/by/4.0
Customer Perception and Customer Satisfaction in The Hospitality Industry in Southwest Nigeria: An Empirical Analysis of Service Quality Dimensions
This study investigates the relationship between customer perception and customer satisfaction within the hospitality industry in Southwest Nigeria, focusing on key service quality dimensions. Drawing on the SERVQUAL model, the research examines how reliability, responsiveness, assurance, empathy, and tangibles influence satisfaction outcomes across Lagos, Ogun, Oyo, Osun, Ondo, and Ekiti States. A quantitative survey design was adopted, and data were collected from 422 customers of registered luxury hotels and fast-food outlets using convenience sampling. Descriptive statistics, regression analysis, and mediation analysis were employed to test the study’s hypotheses. Findings from descriptive analysis reveal strong agreement among respondents that perception significantly shapes satisfaction, particularly regarding cleanliness, visual appeal, staff competence, pricing fairness, and expectation fulfillment. However, regression results indicate that customer perception has a positive but statistically insignificant direct effect on customer satisfaction at the 5% significance level. Mediation analysis confirms that customer perception partially mediates the relationship between service quality delivery and customer satisfaction. The study concludes that satisfaction in Southwest Nigeria’s hospitality sector is perception-driven and context-sensitive, requiring integrated operational and perceptual management strategies.
Copyright (c) 2026 Gabriel Sesan OLOGUNDUDU, Durotimi Amos DADA, Prof. Timothy IHINMOYAN (Author) https://creativecommons.org/licenses/by/4.0
Human Resource Management Practices and Employee Performance in Private Universities in South-West Nigeria: The Moderating Role of Organizational Culture
This study examined the moderating role of organizational culture on the relationship between Human Resource Management (HRM) practices and employee performance in selected private universities in South-West Nigeria. In the rapidly evolving higher education sector, effective HRM practices are essential for enhancing employee productivity and institutional competitiveness. However, the effectiveness of these practices may depend largely on the organizational culture within which they are implemented. The study therefore investigated how organizational culture influences the relationship between HRM practices and employee performance. A descriptive survey research design was adopted, and data were collected from academic and non-teaching staff of six selected private universities in South-West Nigeria. The total population of the study comprised 3,530 staff members, from which a sample size of 359 respondents was determined using Taro Yamane’s formula. A multi-stage sampling technique involving purposive, stratified, and convenience sampling methods was employed to select participants. Data were collected using structured questionnaires and analyzed using descriptive statistics, correlation analysis, and regression techniques to examine the relationships among the variables. The findings revealed that HRM practices significantly influence employee performance in private universities. Additionally, the results showed that organizational culture plays a moderating role in strengthening the relationship between HRM practices and employee performance. Universities with supportive cultures characterized by innovation, shared values, and alignment between HR policies and institutional norms were found to experience improved employee performance outcomes. However, the study also identified areas where cultural alignment with HR practices remains weak, particularly in communication systems, performance appraisal processes, and reward structures. The study concludes that organizational culture is a critical factor in determining the effectiveness of HRM practices in private universities. Consequently, university management should ensure that HR policies are carefully aligned with institutional cultural values to enhance employee engagement, motivation, and productivity. Strengthening organizational culture will not only improve staff performance but also contribute to the overall effectiveness and competitiveness of private universities in Nigeria.
Copyright (c) 2026 YOMI-DARAMOLA Olukemi Mercy, DADA, Durotimi Amos, Prof. ARIBABA, Foluso Olugbenga (Author) https://creativecommons.org/licenses/by/4.0
The Role of Artificial Intelligence in Advancing Academic Research in Tertiary Institutions
Artificial intelligence (AI) is rapidly transforming how knowledge is created, validated, and disseminated in higher education. This paper synthesizes recent empirical and policy literature (2023 – 2025) to examine how AI tools—from large-language-model (LLM) chatbots such as ChatGPT to domain-specific research assistants like Elicit—are reshaping the research lifecycle in universities. We review adoption trends, map functional use-cases, analyse reported benefits and challenges, and propose a governance framework grounded in UNESCO’s 2025 guidance on generative AI. Findings indicate that AI already augments literature discovery, data analysis, scientific writing, reproducibility checks, and research management; however, concerns over academic integrity, bias, data security, and cognitive deskilling persist. We conclude that strategic investment in human-centred AI, faculty–student capacity-building, and robust ethical oversight will determine whether tertiary institutions leverage AI as a catalyst for scholarly innovation or encounter new inequities.
Copyright (c) 2026 Amali, Anthony-Mary Chukwudozie, Ibe, Onyekachukwu E. (Author) https://creativecommons.org/licenses/by/4.0
Understanding the Fundamental Objectives and Directive Principles of State Policy in Nigeria
The paper understanding the Fundamental Objectives and Directive Principles of State Policy in Nigeria, is a modest effort in explaining the Objective and Directive Principle of State Policy in Nigeria as contained in 1999 Constitution as Amended. The review is anchored on secondary data source and employed textual analytical method. It aimed at exposing the reader on the core objects of state policy, citizens’ rights and governments’ contract roles to its citizens for harmonious relationship and suitable socioeconomic development.
Beyond Pedagogy: AI-Enabled Heutagogical Transformation in Fiji and Pacific Tertiary Education
The rapid advancement of Artificial Intelligence (AI) is reshaping higher education globally, compelling tertiary institutions to reconsider traditional pedagogical models that prioritize content transmission over learner capability. In the context of Fiji and the broader Pacific region, where higher education systems face unique challenges related to geographic dispersion, resource constraints, digital inequities, and postcolonial educational legacies, the integration of AI presents both transformative opportunities and critical responsibilities. This paper argues that the meaningful adoption of AI in Pacific tertiary education requires a paradigmatic shift from pedagogy to heutagogy, emphasizing self-determined learning, learner autonomy, adaptability, and capability development. Drawing on contemporary scholarship in heutagogy, digital transformation, and AI in education, the paper develops a conceptual framework positioning AI as an enabler of learner agency rather than a replacement for human educators. It examines how AI-driven tools, such as adaptive learning systems, intelligent tutoring, research assistants, learning analytics, and simulation platforms, can support personalized learning pathways, reflective practice, and double-loop learning. Within a Pacific context, this transformation is further situated within the region’s cultural emphasis on relationality, community knowledge, and collective responsibility, highlighting the importance of human-centred, ethically grounded AI integration. The paper critically discusses opportunities, including expanded access to learning, enhanced research productivity, and innovation capacity, while also addressing challenges such as algorithmic bias, data sovereignty, digital divides, and academic integrity. It argues that sustainable AI-enabled transformation in Fiji and Pacific tertiary institutions must prioritize ethical governance, digital literacy development, culturally responsive pedagogies, and strong human oversight. Ultimately, this study positions AI not as a technological disruption to be managed, but as a strategic catalyst for reimagining tertiary education in the Pacific, moving beyond pedagogy toward a heutagogical model that fosters lifelong learning, resilience, and capability in an era of uncertainty.
Who Needs to Change? Reimagining Educators, Learners, Content, and Pedagogy in the Age of Artificial Intelligence: A Pacific Perspective
The rapid acceleration of Artificial Intelligence (AI) within the global technological revolution has intensified longstanding debates about transformation in tertiary education. While AI is often positioned as a disruptive force capable of reshaping higher education, less attention has been given to a more fundamental question: who must change in response to this disruption? This paper critically examines whether transformation should primarily occur at the level of educators, learners, curriculum content, or teaching and learning approaches, with specific attention to tertiary institutions in Fiji and the wider Pacific region. Drawing on contemporary scholarship in AI in education, heutagogy, learning analytics, and digital transformation, the study argues that technological adoption alone is insufficient. Instead, meaningful change requires a systemic reimagining of educational roles and relationships. The paper contends that educators must transition from content transmitters to facilitators of capability development; learners must assume greater agency and responsibility as self-determined participants in knowledge construction; curriculum content must evolve from static disciplinary coverage toward adaptive, interdisciplinary, and problem-based learning; and pedagogical models must shift from traditional pedagogy to heutagogy, emphasizing autonomy, reflection, and lifelong learning competencies. Within the Pacific context, these shifts are shaped by distinctive socio-cultural, geographic, and infrastructural realities. AI presents opportunities to address geographic dispersion, resource limitations, and inequities in access to higher education. However, it simultaneously raises concerns related to digital divides, algorithmic bias, ethical governance, cultural alignment, and educator preparedness. The paper proposes a contextually grounded framework for AI-enabled transformation that balances innovation with ethical oversight, cultural responsiveness, and institutional capacity-building. Ultimately, this study argues that transformation in the age of AI is not the responsibility of a single actor but a shared, systemic evolution of educators, learners, content, and pedagogy. By situating this discussion within a Pacific perspective, the paper contributes to global debates on AI in higher education while foregrounding the importance of contextual adaptation, equity, and sustainability. It offers strategic insights for policymakers, institutional leaders, and academics seeking to navigate the technological revolution without losing sight of human agency, cultural integrity, and educational purpose.
From Digital Divide to Digital Sovereignty: Heutagogy, Indigenous Knowledge, and Sustainable Futures in Tertiary Education
The accelerating digitization of higher education has intensified longstanding inequities in access, participation, and epistemic representation, particularly within Indigenous and Global South contexts. While global reform agendas emphasize digital literacy, innovation, and future-ready skills, insufficient attention has been given to how digital transformation intersects with Indigenous knowledge systems, self-determined learning, and sustainability imperatives. This paper advances the concept of digital sovereignty as a transformative response to the digital divide in tertiary education. Moving beyond access-based frameworks, digital sovereignty foregrounds Indigenous epistemological authority, cultural self-determination, and equitable participation in knowledge production within digitally mediated learning environments. Drawing on heutagogy as a theoretical foundation, the paper conceptualizes self-determined learning as a pedagogical bridge between Indigenous knowledge traditions and digital innovation. Heutagogical principles—learner agency, double-loop learning, capability development, and reflexivity—align with Indigenous relational epistemologies and collective knowledge stewardship. Through this alignment, tertiary institutions can reframe curriculum, technology integration, and digital literacy initiatives toward culturally grounded, sustainable futures. The analysis highlights how curriculum reform, digital infrastructure policy, and institutional leadership must shift from technocentric adoption models to context-responsive, culturally embedded strategies that empower learners as co-creators of knowledge. The paper proposes an integrative conceptual framework that connects digital equity, Indigenous knowledge systems, and sustainable development goals within higher education transformation. It argues that achieving sustainable futures requires moving from digital consumption to digital agency, and from digital access to digital sovereignty. In doing so, tertiary institutions can cultivate future-ready graduates who are critically literate, culturally rooted, ethically responsible, and capable of navigating complex socio-ecological challenges. The study contributes to emerging debates on decolonizing digital education, sustainable curriculum innovation, and transformative pedagogies in the 21st century.
Revisiting The Eu as A Regional Actor: A Strategic Approach
This paper examines the viability and effectiveness of the European Union’s approach in responding to the political, security, and governance challenges following the fall of the Berlin Wall. It examines the EU s four-pronged approach to assess EU engagement: (1) the EU’s strategy toward sub-regional frameworks, focusing on its efforts to promote stability, cooperation, and resilience in neighboring regions; (2) the EU’s crisis management concepts, evaluating mechanisms for rapid response, conflict prevention, and operational coordination; (3) the evolution of the Common Security and Defense Policy (CSDP), analyzing how the EU’s security and defense instruments have developed to support both regional and strategic objectives; and (4) the EU enlargement strategy, considering its role in shaping political, economic, and normative alignment across prospective and neighboring member states. By integrating these dimensions, such as it was conceived from the outset by the EU Commission, the paper highlights both strengths and limitations in the EU’s post-Cold War engagement, emphasizing the interplay between strategic policy design, operational capacity, and normative influence.
Copyright (c) 2026 Christian ILCUS (Author) https://creativecommons.org/licenses/by/4.0
School Administration, Planning and Reporting: Opportunities, Challenges, and Policy Directions in the Fijian Context
School administration, planning, and reporting are central to school governance, yet they are frequently enacted as discrete and compliance-oriented functions rather than as interconnected processes supporting educational improvement. This paper critically examines the interrelationships between administration, strategic planning, and reporting within the context of Fiji’s education system, situating the analysis within broader international debates on educational leadership, accountability, and reform. Drawing on contemporary leadership theory and Pacific education scholarship, the study synthesises literature to explore how centralised governance structures, leadership capacity, and cultural values shape school-level practices. The analysis reveals a persistent tension between accountability-driven administrative requirements and the need for adaptive, learning-centred leadership. While national frameworks have strengthened coherence and transparency, planning and reporting practices are often constrained by standardisation, limited contextual flexibility, and uneven data-use capacity. At the same time, Fiji’s strong communal values, relational leadership traditions, and emerging digital systems present significant opportunities for participatory planning and culturally responsive governance. The paper argues that effective school improvement in Fiji depends on repositioning administration as strategic educational leadership and integrating planning and reporting within a coherent governance framework. It concludes by proposing policy-relevant directions that emphasise leadership development, flexible planning structures, streamlined and learning-oriented reporting, and broader conceptions of accountability that reflect Pacific educational values. These insights contribute to international scholarship on school governance while offering practical implications for small-state and developing education systems.
Assessment of the Quality of Online Yorùbá L2 Instruction in Nigeria
This study assessed the quality of Yoruba L2 instruction (pedagogical content knowledge, cultural relevance and use of teaching materials) of selected online tutors in Nigeria and the effects of their qualification and years of teaching experience on the same. The study adopted the survey research design. Ten (10) online Yoruba L2 tutors in Ibadan were purposively selected. Data were collected using a self-made 30-item rating scale, and analysed using descriptive statistics and inferential statistics at a 0.05 level of significance. The findings showed that the tutors had high ratings in PCK, cultural relevance and use of teaching materials. However, teaching effectiveness in online spaces does not solely depend on academic qualifications and years of experience, as some highly qualified and experienced tutors lack the digital pedagogical skills required for effective virtual instruction. Therefore, the study recommended that online Yoruba tutors should incorporate more cultural materials in contextualising their lessons
Copyright (c) 2026 Henry Kolawole Ladoke, Suliyat Olaide, Ajiboro, Ifeoluwa Theophilus (Author) https://creativecommons.org/licenses/by/4.0
Semiotics of Intercultural Communication in The Study of International Relations
This article discusses the use of a semiotics approach in the study of International Relations. Semiotics is the study of signs and sign processes (semiosis), indication, designation, resemblances, analogies, metaphors, symbolism, meaning and communication. Semiotics approach is widely used in the studies of cultures, including in intercultural communication. In a simple term, intercultural communication is defined as human flow across national boundaries. Intercultural communication generally refers to face-to-face interaction among people of diverse culture. Intercultural communication is not a phenomenon that only takes place in the domestic sphere of a country, but also occur within the scope of global or international relations. International relations, according to some scholars, is a cultural phenomenon and the processes that occurred in international relations is essentially an intercultural communication or cross-cultural communication. Therefore, the processes in international relations can be explained using a semiotic approach.
Copyright (c) 2026 Dr. Umar Suryadi Bakry, Dr. Gema Nusantara Bakry (Author) https://creativecommons.org/licenses/by/4.0
Heutagogy in the Age of Artificial Intelligence: Repositioning Research, Innovation, and Sustainable Education
The rapid advancement of Artificial Intelligence (AI) is profoundly reshaping higher education, research practices, and innovation ecosystems worldwide. While AI offers significant opportunities to enhance knowledge production, learning personalisation, and research efficiency, its uncritical adoption risks reinforcing technocratic, inequitable, and ethically fragile educational models. This paper argues that current higher education responses to AI remain overly focused on technological capability and efficiency, with insufficient attention to learner agency, ethical judgement, sustainability, and social responsibility. Drawing on heutagogy (self-determined learning) as a central pedagogical framework, the paper proposes a repositioning of research, innovation, and sustainable education in the age of AI. Using a critical and integrative conceptual approach, the paper synthesises literature across education for sustainable development (ESD), AI ethics, higher education pedagogy, and innovation studies to demonstrate how heutagogy operationalises responsible and human-centred engagement with AI. The analysis highlights how heutagogical principles, learner autonomy, reflexivity, capability development, and lifelong learning, enable individuals and institutions to move beyond information acquisition towards informed decision-making and responsible action. The paper further examines the implications of heutagogy for AI-enabled research and innovation, emphasising research integrity, ethical governance, interdisciplinary inquiry, and societal relevance. Importantly, the paper situates this discussion within Global South and Pacific Island contexts, where digital divides, cultural knowledge systems, and sustainability vulnerabilities necessitate contextually grounded and decolonising educational approaches. It argues that heutagogy provides a powerful mechanism for integrating indigenous and local knowledge with global AI technologies while safeguarding cultural identity and community wellbeing. The paper concludes by outlining strategic policy and practice implications for universities, positioning heutagogy as a critical enabler of ethical AI adoption, sustainable innovation, and future-ready higher education systems. In doing so, it contributes a timely conceptual framework for aligning Artificial Intelligence with human values, sustainability imperatives, and the public good.
Who Sells Knowledge and Who Bears the Risk? Students, Markets, and the Uncertain Value of Education
Contemporary education systems are increasingly shaped by market-oriented logics in which curricula, credentials, and learning pathways are designed, priced, and promoted as investments in future employability and social mobility. Within this configuration, critical questions arise regarding who determines what counts as valuable knowledge, who profits from its delivery, and who ultimately bears the risk when educational promises fail to translate into meaningful life and labour outcomes. This paper critically examines the political economy of education by interrogating education as a traded promise, one sold by institutions, regulated by policy frameworks, and purchased by students under conditions of profound uncertainty. Drawing on human capital theory, critical political economy, and constructivist perspectives, the paper argues that contemporary education systems increasingly externalise risk onto learners, while decision-making power over curriculum relevance, credential value, and labour-market alignment remains concentrated among policymakers, accrediting bodies, and education providers. Students, positioned as rational consumers, are expected to invest time, debt, and aspiration without reliable knowledge of whether educational offerings will remain relevant amid rapid technological change, automation, and shifting labour markets. This asymmetry of information and power fundamentally challenges assumptions of informed choice and meritocratic reward. The paper further explores how this risk transfer disproportionately affects learners in the Global South and marginalised contexts, where structural constraints, limited labour-market absorption, and uneven digital transformation exacerbate uncertainty. By reframing education not solely as a public good or private investment, but as a contested site of risk allocation, the study contributes to contemporary debates on marketisation, accountability, and equity in education. The paper concludes by calling for more transparent, participatory, and ethically grounded approaches to educational governance that re-centre learners not as consumers of promised futures, but as co-constructors of meaningful and socially responsive education.
Sustainable Education, Research, and Innovation in the Age of Artificial Intelligence: Empowering Informed and Responsible Action for a Sustainable Future
The accelerating integration of artificial intelligence (AI) into education, research, and innovation presents both transformative opportunities and profound ethical, cultural, and sustainability challenges. This paper examines the role of sustainable education in empowering individuals to make informed decisions and take responsible action for a sustainable future in the age of AI. Grounded in the principles of Education for Sustainable Development (ESD), the study conceptualises education as a lifelong, values-driven process that integrates technological advancement with social equity, environmental stewardship, and cultural integrity. Drawing on global policy frameworks and contextualised through the Pacific and Fijian higher education landscape, the paper explores how AI-enabled research and innovation can support inclusive, locally responsive, and sustainable development. It argues that without deliberate ethical governance, professional capacity-building, and inclusive digital infrastructure, AI risks reinforcing existing inequalities and marginalising Indigenous knowledge systems. Conversely, when embedded within culturally grounded pedagogies and sustainability-oriented research cultures, AI can enhance educational access, knowledge co-creation, and resilience-building. The paper proposes a conceptual framework that positions sustainable education, ethical AI governance, research innovation, and cultural contextualisation as converging pillars for resilient futures. It concludes by emphasising the responsibility of tertiary institutions, policymakers, and educational leaders to proactively shape AI integration in ways that prioritise sustainability, equity, and long-term societal wellbeing. In doing so, education is repositioned not merely as a responder to technological change but as a critical architect of sustainable and resilient futures.