ABSTRACT
The community learning model is applied as a method for educators and learners to share experiences, challenges, and solutions in teaching and learning foreign languages. Together, they develop knowledge and language skills. This paper explores and proposes a community learning model in teaching and learning foreign languages at some labor export and study abroad companies to enhance the quality of these activities. Through analyzing the current situation of teaching and learning foreign languages and the challenges learners are facing, the study focuses on implementing a learning model based on knowledge and experience sharing among teachers, learners, and support from information technology. The results of analyzing and evaluating 302 teachers and learners on the reliability of the community learning model demonstrate its numerous advantages and high feasibility for enhancing the quality of foreign language teaching and learning activities.

ABSTRACT
Science education for preschool children through experiential approach is a highly feasible and promising topic in promoting the holistic development of children from their early years. Therefore, educating science through experience is an effective method to encourage curiosity and develop skills of preschool children. Preschoolers enjoy exploring and learning through experience. Experiential approach helps children understand natural phenomena around them in a natural and interesting way. This promotes the development of logical thinking, curiosity, and observation skills from an early age. The experiential approach allows children to engage with the real world, from observing natural events to practicing simple experiments. Research has established six steps for implementing effective science education for preschool children.

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Objective: The aim of this article is to analyse compliance with barrier measures in the fight against the Covid 19 pandemic in a context where internally displaced school-age children under the weight of forced displacement as a result of conflict crises (Boko Haram) and natural disasters are also forced to comply with barrier measures linked to the fight against the Covid 19 or Zamai Coronavirus pandemic. Method: Qualitative data was collected using standard anthropological data collection techniques, including in-depth individual interviews and focus group discussions (FGDs). An interview guide and a discussion guide corresponding to each of the targets were used to collect qualitative data. Direct observation was used to collect data on the environment of the informants, their behaviour and attitudes, their level of knowledge about the education of displaced school-age children and Covid 19. Discussion: Impoverishment refers to the loss of natural capital, man-made material capital, human capital and social capital. Nine risks or processes are at the root of the impoverishment of displaced persons: not having land, not having a job, not having a house, marginalisation, food insecurity, increased morbidity and mortality, loss of access to public goods and services, fraying of the social fabric and loss of educational opportunities. Conclusion: In various towns in the Far North Region, in this case Zamai, concentration camps have been set up to house IDPs. Initially intended as short-stay camps, most of them are confined there, sometimes for long periods, in generally difficult living conditions.

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This paper takes the typical language landscape of the campus of North China Electric Power University as the research object. The purpose of this paper is to analyze and explore the emergence of the problematic language landscape of the university campus found in the field investigation and investigation of the team. The top-down language landscape of the campus is investigated, summarized and analyzed from the aspects of the combination form, arrangement mode, naming mode and function of the code.

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The study examined the utilization of artificial intelligent (AI) in teaching and learning in higher education for global best practices. Two null hypotheses were formulated to guide the study. The study adopted the ex-post facto research design. The population of the study consisted of 3800 students and staff of the University within Calabar campus. The stratified random sampling technique was used to select 208 students and staff from a population of 3800 using proportionality of 1.12% with students and staff as basis of stratification from the population. The sample of this study was two hundred and eight (208) respondents. The questionnaire was designed to measure the two sub-independent variables. Mean and standard deviation were used to answer the request questions. While Simple linear regression analysis statistical tool was employed to test the null hypotheses that were formulated to guild the study at 0.05 level of significance. The results of this study shows that there is a significant influence of utilization of artificial intelligent (AI) in teaching and learning in higher education for global best practices and the use of artificial intelligent (AI) in teaching and learning in higher education significantly predict staff and students performance in the university. The study concludes that, there is a significant influence of utilization of artificial intelligent (AI) in teaching and learning in higher education for global best practices and the use of artificial intelligent (AI) in teaching and learning in higher education significantly predict staff and students performance in the university. Based on the conclusion, it was recommended that since there is a significant influence of utilization of artificial intelligent (AI) in teaching and learning in higher education for global best practices, university staff and students should always make use of AI and the university management should put in place AI facilities to increase staff and students .....

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This study was to examine the Institutional policies and quality assurance as correlates of entry requirements of undergraduates in Universities in Cross River State, Nigeria. To carry out this study successfully, two research questions and two null hypotheses were formulated to guide the study. The population of this study comprises 350 year one students from three universities in Cross River State. The sampling technique employed by the researcher in the selection of the sample was the simple random sampling technique. The sample size selected for this study was 225 year one students in selected schools which represents 5 percent of the accessible population comprising of 127 males and 98 females. The questionnaire was designed to measure the two sub-independent variables. The reliability of the instrument was 0.76 reliability coefficient. Mean and standard deviation were used to answer the request questions. While Multiple and Simple linear regression analysis statistical tool was used to test the null hypotheses that were formulated to guild the study at 0.05 level of significance. The results of this study shows that institutional policies and quality assurance significantly enhances the correlates of entry requirements of undergraduates in Universities in Cross River State, Nigeria and Poor implementation of quality assurance policies significantly influences institutional entry requirements of undergraduates in Universities in Cross River State, Nigeria. The study concludes that institutional policies and quality assurance significantly enhances the correlates of entry requirements of undergraduates in Universities in Cross River State, Nigeria and Poor implementation of quality assurance policies does not significantly influences institutional entry requirements of undergraduates in Universities in Cross River State, Nigeria. Based on the conclusion, it was recommended that universities management should may formulate educational policies the will help .....

ABSTRACT
Objective: The aim of this article is to examine the changes made by stakeholders in the provision of education for internally displaced school-age children during periods of crisis in the Department of Mayo Tsanaga. Method: Data was collected using development anthropology techniques from basic education authorities responsible for the education of displaced school-age children, implementing partners, parents or families of IDPs, pupils and informants likely to provide relevant information on this target group in the department of Mayo Tsanaga. The data was collected during the writing of our PhD thesis in Anthropology. Documentary research was also carried out. A total of 20 in-depth interviews were conducted in the locality of Zamai and surrounding villages with a split between urban and rural areas over a period from 15 November 2021 to the present day. Results: It has been shown that controlling the numbers of these displaced persons is a prerequisite for better planning and better integration into the education sector. The different forms of education will not eliminate the risk of conflict between individuals or groups of individuals, but they will enable people to know how to manage them and prevent them from degenerating into armed conflict, civil war or even genocide. Discussion: The particularity of this article is that, as well as being situated between forced displacement, terrorism and formal education, it takes a holistic look at the measures taken by stakeholders to encourage or compel parents to contribute to their children's education despite the hostilities, insecurity and armed conflicts that have arisen. Conclusion: The IDPs who are the subject of this study come from surrounding villages and Districts, with different cultures and differing apprehensions about formal education for their children.