ABSTRACT
The article Factors Affecting and Measures for Fostering Positive Learning Motivation among Learners presents the theoretical foundations of learning motivation and its role in learning effectiveness. The study clarifies the concept and manifestations of positive learning motivation. Learning motivation is influenced by various factors, including individual, family, school, and social factors. Among these, learners’ needs, interests, and self-directed learning abilities play particularly important roles. Family support, teaching methods, and the learning environment directly affect learning attitudes. In addition, peers and society contribute to shaping learning goals. Based on these findings, the article proposes measures to enhance learning motivation and improve educational quality.

ABSTRACT
A survey conducted among 128 early childhood education majors revealed high levels of both AI awareness and demand for AI integration in training, with scales demonstrating robust internal consistency (Cronbach’s α = 0,800–0,897). Significant differences across academic years were observed only in the frequency of AI usage and the perception of AI specifically within music education; conversely, general awareness and training needs remained relatively uniform across the cohorts. These findings suggest that while students maintain a positive attitude toward AI, their capacity to implement it within professional contexts remains inconsistent. Furthermore, while the use of AI for general learning has become prevalent, it does not yet fully reflect pedagogical competence or the ability to evaluate learning outcomes. Notably, challenges in AI utilization persist at a significant level and do not show a marked decrease as student progress through their seniority. This study highlights a distinct gap between perception and practice, emphasizing the necessity of integrating AI into teacher education through a competency-based, oriented, and systemically supported approach, rather than merely focusing on tool accessibility.

ABSTRACT
This study investigated the impact of authentic learning strategies on undergraduate students’ knowledge in climate change education in universities in Oyo State, Nigeria. The study was motivated by the persistent use of conventional lecture-based instructional methods, which have been found inadequate in developing students’ practical skills and deeper understanding of environmental issues such as climate change. The study specifically examined the effectiveness of Problem-Based Learning (PBL) and Service Learning (SL) as authentic learning strategies. A quasi-experimental research design was adopted. The population consisted of undergraduate students from selected universities in Oyo State, while a multistage sampling technique was used to select intact classes from two departments each across the three institutions on the basis of science and non-science, in the end a total sample of 286 undergraduate students participated in the study. The participants were assigned to Service Learning, Problem-Based Learning, and Conventional Instructional Method groups. Data were collected using validated instruments measuring knowledge. Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that authentic learning strategies had a significant effect on students’ knowledge of climate change, with Service Learning producing the highest performance, followed by Problem-Based Learning, while the Conventional Method recorded the least performance. However, Gender and field of study had no significant main effects on undergraduates’’ knowledge in climate change, although a significant interaction effect between treatment and gender was observed. The study concluded that authentic learning strategies are effective in improving students’ knowledge of climate change. It was recommended that universities should adopt more student-centered and experiential teaching approaches, particularly Service Learning and Problem-Based L

ABSTRACT
Children’s rights education constitutes a significant component of the kindergarten curriculum. Educating young children about their rights not only fosters the terms of complicated regulations but also builds their emotional-social development, as well as self-care that supports kid’s growth in a safe environment, confidence and self-awareness forming a responsible citizen in the future. Children should be introduced to fundamental rights, including the right to live, development, protection and participation at the age of 5–6. Active learning strategies like project-based learning and hands-on learning, which make it easier for kids to understand, remember, and apply knowledge in their everyday lives, are frequently used to give effective rights education. The article focuses on analyzing the contents of Children's Rights Education using Project-Based Learning, thereby designing educational activities to enhance the effectiveness of this practice.

ABSTRACT
As contemporary economies increasingly transition toward digitally mediated work ecosystems, employability has evolved beyond conventional career preparedness to include technological adaptability, virtual collaboration, and digital competency integration. The present study examined vocational attitude maturity and digital employability readiness among open and distance university students. A descriptive survey method with a quantitative research approach was adopted for the study. Data were collected from 273 respondents through purposive sampling using two researcher-constructed scales: the Vocational Attitude Maturity Scale and the Digital Employability Readiness Scale. Statistical analysis was conducted using IBM SPSS Statistics Version 26 and IBM SPSS Amos through descriptive statistics, Cronbach’s Alpha, Spearman’s Rank Correlation, Mann-Whitney U Test, Kruskal-Wallis H Test, Exploratory Factor Analysis, and Confirmatory Factor Analysis. The findings revealed moderate levels of vocational attitude maturity and digital employability readiness among respondents. Reliability analysis established acceptable internal consistency for the Vocational Attitude Maturity Scale (α = .742) and the Digital Employability Readiness Scale (α = .704). The study further identified a weak negative but statistically significant relationship between vocational attitude maturity and digital employability readiness (ρ = −0.123, p < .05). Non-parametric analyses indicated no statistically significant differences across selected demographic variables. Exploratory and confirmatory factor analyses confirmed satisfactory construct validity and multidimensional factor structures for both scales. The study concludes that vocational maturity alone may not sufficiently prepare learners for digitally evolving labour markets unless integrated with digital literacy, technological adaptability, and virtual workplace competencies. The findings highlight the need for competency-oriented and digital

ABSTRACT
This study examined the effects of two modes of homework on secondary school Social Studies students’ academic achievement in Oyo Metropolis, Nigeria. The study adopted a quasi-experimental design involving pretest posttest control groups. The sample consisted of 300 Junior Secondary School two (JSS 2) students selected through simple random sampling techniques and assigned into three groups: traditional (100), online homework (100), and control group (100). Two instruments were used for data collection: Social Studies Achievement Test (SSAT) and Students' Focus Group Discussion Guide (SFGDG). Quantitative data was analyzed using the descriptive statistics such as mean and standard deviation. Inferential statistics Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance while the qualitative data were analyzed using content analysis. Findings revealed that both traditional and online homework modes significantly improved students' academic achievement in Social Studies compared to the control group. There was a significant main effect of treatment on students’ academic achievement in Social Studies. Gender and age moderated academic achievement. The study concludes that the purposeful integration of traditional and online homework into the Social Studies instruction holds considerable promise for improving academic achievement among Junior Secondary School students in Nigeria. It is recommended that Social Studies teachers should deliberately incorporate both traditional and online homework strategies into their instruction to foster students' academic achievement.

ABSTRACT
This paper critically examines the role of the West African playwright as a social commentator, analysing how selected dramatists from Nigeria and Ghana deploy drama to address pressing social, political, economic, and cultural concerns. Drawing on postcolonial theory and Marxist literary criticism as complementary frameworks, and employing a qualitative, purposive textual analysis, the study focuses on works by Wole Soyinka, Femi Osofisan, Ama Ata Aidoo, Efua Sutherland, Ola Rotimi, and Tess Onwueme. The findings are organised around four thematic domains of political corruption and leadership failure; colonial legacy and neocolonial critique; gender and patriarchy; and class struggle and economic inequality. The analysis demonstrates that West African playwrights consistently mobilise satire, allegory, myth, folklore, and Brechtian techniques to interrogate power and stimulate critical consciousness. The study's contribution lies in its cross-national comparative framework, which reveals a shared dramaturgical logic underpinning diverse national traditions. It concludes by arguing that this tradition constitutes a West African dramaturgy of commitment, offering a rich repertoire of strategies for community theatre performance in contemporary African contexts.