Integrating artificial AI technologies in education has revolutionised teaching, learning, and assessment worldwide. In Nigerian tertiary institutions, students increasingly rely on AI tools for assignments, research, and exam preparation, raising concerns about the integrity of traditional assessment methods. This paper explores the impact of AI technologies on academic performance and the challenges they pose to accurately evaluating student capabilities. It argues for the urgent need to redefine assessment strategies in Nigerian higher education to preserve academic standards while harnessing the benefits of AI. The study highlights ethical concerns such as data privacy, access inequality, and over-reliance on AI tools, which can undermine critical thinking skills. It provides countermeasures and policy recommendations, including establishing AI usage guidelines, promoting equitable access to technology, and integrating assessments that prioritise critical thinking and problem-solving skills. By adopting these innovative policies, Nigerian tertiary institutions can enhance the quality of education and ensure that students develop genuine skills and academic excellence. This paper calls for immediate action to align education with the realities of the AI age, ensuring sustainable and authentic student outcomes.

This study investigates the awareness, perceptions, and challenges of integrating artificial intelligence (AI) into pedagogical practices among undergraduate students at the universities in North Central, Nigeria. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) as a theoretical framework, data were collected through a survey questionnaire administered to 421 undergraduate students from the Faculty of Education. The questionnaire included items designed to measure students' awareness of AI technologies, their views on the potential benefits of AI integration in academic experiences, and the challenges encountered with AI adoption in pedagogical practices. Descriptive statistics were used to analyse the data, including means and standard deviations. The findings reveal a moderate level of awareness among students regarding the potential benefits of AI technologies in education, with a strong belief in the role of AI in improving learning experiences. However, students expressed concerns about technical difficulties, privacy issues, and the adequacy of training and support for AI technologies. The study underscores the need for increased awareness, technological infrastructure improvements, and targeted support services to facilitate the effective integration of AI in pedagogical practices. These findings contribute to the growing literature on AI integration in education and provide valuable insights for educators and policymakers seeking to enhance teaching and learning outcomes through AI-driven innovations.

In the context of Nepal, most mathematics teachers at the secondary level are still using conventional teacher-centred pedagogy. It is assumed that teachers' pedagogy might enhance learners' engagement in learning mathematics and build conceptual understanding. Project-based learning (PBL) is a student-centred pedagogy that can remove misconceptions about content knowledge, enhance engaged learning, and support teachers in developing pedagogical skills. The study tried to reform the pedagogical practice of teachers using conventional teacher-centred pedagogy in teaching mathematics. The action research was conducted in four secondary schools in Nepal by five secondary mathematics teachers in two cycles, each seven days. The study focused on the implementation of PBL in secondary-level schools, the impact of PBL on students' activities, and professional development. The seven-day project was prepared based on a 3-day workshop for teachers on the surface area of prism and pyramid of grade ten mathematics. The action research was conducted in four different school settings, and students' activities were observed. The study collected qualitative data through interviews (baseline and post), observation, and teacher reflection notes. Text data were analyzed thematically for meaning-making and finding. The study's significant findings were engaged learning, inclusive education, and contextualization of mathematics. Likewise, students' creativity was observed during the action research, and teachers were supported in reforming their pedagogy with new experiences through PBL. The study might support other teachers in implementing PBL for student-centred pedagogy and teachers' professional development.

Mobile learning (M-learning) has emerged as essential in reshaping global education by increasing accessibility, engagement, and readiness for the digital era. This study examines the implementation and impact of m-learning in various contexts, including Indonesia, the United States, Finland, Australia, and Africa. Findings show that m-learning initiatives have successfully reduced geographic and infrastructure barriers, particularly in remote and underserved areas. In Indonesia, m-learning has significantly improved educational access and digital literacy among students and educators. Likewise, m-learning has fostered personalised learning experiences and interactive educational environments in the United States and Finland, enriching student engagement and learning outcomes. Australia has leveraged M-learning to achieve educational equity by reaching remote communities, while in Africa, m-learning has driven innovative educational solutions despite challenges such as uneven technological infrastructure. However, there are still challenges to be faced, such as ensuring fair internet access and developing locally relevant educational content. This research underscores the need for strategic policy development and continued investment in technological infrastructure to maximise the potential of m-learning in promoting inclusive and quality education globally.

The spread of AI text generators such as ChatGPT in education has reached an enormous reach in a short period, which has led to various questions regarding the acceptance of artificial intelligence among teachers and student teachers. This study examines the acceptance of AI among teachers and student teachers. In particular, it considers crucial aspects for planning teaching and teacher training. The results show that despite fundamentally positive attitudes towards AI applications, there are concerns regarding data ethics and legal standards. The correlation between the intention to use AI and trust in AI is significant. The findings should help gain a more comprehensive understanding of the acceptance of AI in the education sector and help teachers plan training and further education accordingly.

The impact of artificial intelligence (AI) technological advancements is reshaping various aspects of our daily lives, including education. Integrating AI in education offers advantages such as personalized learning and operational efficiency. However, educators need to be aware of AI's implications in education. Teachers must enhance their awareness and knowledge levels to adapt to the educational environment where AI technologies are becoming increasingly prevalent. Therefore, this research aims to assess teachers' AI awareness levels and investigate whether AI awareness varies based on age, graduation status, and years of experience. This study used data collected from 147 educators using the Teachers' Artificial Intelligence Awareness Scale. The results indicated that teachers' AI awareness was at a moderate level. Additionally, the study examined teachers' AI awareness across different variables. Independent sample t-tests and one-way ANOVA analyses determined teachers' AI awareness variation based on age. The research findings suggest that younger educators and those with higher academic qualifications have more excellent practical knowledge of AI. The study's limitations included a relatively small sample size and the assumption of accurate participant responses. Despite these limitations, understanding teachers' AI awareness levels is a foundation for developing educational programs related to AI. By understanding teachers' perceptions and knowledge of AI, tailored interventions and training initiatives can enhance educators' proficiency in effectively utilizing AI technologies within educational settings.

The realm of education has a highly significant impact on advancing civilization in a country. Various factors have been studied and proven to enhance different skills in the educational sector, including gamification aspects. The popularity of gamification has become a trend as a tool to create an engaging learning environment for students. Students show high interest and engagement when a subject is associated with gamification. While many studies have examined 21st-century skills, precisely the 4C skills of critical thinking, creative thinking, communication, and collaboration, few have yet to explore their connection with gamification, especially in higher education in Indonesia. This study aims to investigate students' opinions about the effects of gamification on 4C skills. The method involved an investigation through questionnaires with 105 students, comprising 25 questions on a 5-point Likert scale, and structured interviews with students meeting specific criteria. The findings indicate that several aspects of the 4C skills strongly relate to students' gaming habits, particularly critical thinking and creative thinking skills. However, gaming habits have a meagre impact on communication and collaboration skills, suggesting that not all components of the 4C skills can be enhanced through gamification. In addition, most of the 4C skills, critical thinking, creative thinking, communication, and collaboration, could see enhanced effectiveness through targeted strategies and practices. Further studies are recommended to explore using practical materials in several courses to test gamification through evaluations or other learning media.

Information and Communication Technologies (ICT) are forms of technology that enhance young children's learning and experiences. When teachers successfully integrate them as targeted tools using computers, tablets, videos, interactive whiteboards, digital games, etc., the quality of teaching and learning can be improved by providing students with an engaging and successful experience. At the same time, environmental conditions worldwide continue to deteriorate at an alarming rate due to a complex web of socio-ecological challenges such as climate change, air pollution, loss of biodiversity, etc. In order to drive transformative changes in human behaviour, it is essential to educate and inform individuals from an early age, starting with kindergarten students. Incorporating new technologies into environmental education and other subjects can spark students' interest and facilitate more effective information dissemination and learning. This study investigated the views of 105 preschool teachers on the contribution of ICT to Environmental Education. The research tool used was a questionnaire distributed to teachers via Google Forms. The research questions pertain to teachers' knowledge and opinions about ICT and EE, as well as the frequency of ICT use and media during teaching interventions. Furthermore, the factors that influence the smooth integration of ICTs into EE teaching and the results that this integration brings were investigated. The research showed that the contribution of ICT in EE positively affected the students. Those that stood out were the active participation, the increased interest, the development of teamwork and the mobilisation of the weak students. However, although the teachers pointed out some difficulties in using ICT in their teaching, such as the deficiency of material and technical infrastructure and the lack of time, they also pointed out how significant and influential the contribution of ICT in teaching Environmental Education is.

Integrating mobile devices into educational environments has revolutionised e-learning, presenting new opportunities and challenges. This research paper aims to examine the pivotal role of mobile devices in the e-learning environment and assess the effectiveness of mobile learning applications in enhancing the educational experience. The study employs a mixed-methods approach, combining quantitative data through surveys and usage analytics with qualitative insights from interviews and focus group discussions. By analysing the perspectives of both educators and learners, the research investigates how mobile devices contribute to the flexibility and accessibility of e-learning content. Additionally, the paper evaluates the effectiveness of various mobile learning applications in promoting engagement, knowledge retention, and overall learning outcomes. It scrutinises the features that contribute to the success of these applications, such as user interface design, interactivity, and adaptability to diverse learning styles. Furthermore, the research delves into the challenges of mobile learning, including device compatibility, connectivity, and user motivation issues. Strategies to overcome these challenges and optimise the benefits of mobile learning are explored. The findings of this study are expected to provide valuable insights for educators, curriculum designers, and developers of mobile learning applications. The research aims to contribute to the ongoing discourse on the effective integration of mobile devices in e-learning environments and offer recommendations for optimising the design and implementation of mobile learning strategies. Ultimately, this exploration seeks to foster a deeper understanding of the potential of mobile devices in shaping the future of education.