This research examines the shortcomings of conventional governance frameworks in Nigeria's environmental and security domains and suggests a human-centered approach grounded in dignity, inclusion, and resilience. Traditional frameworks, especially those shaped by Human Resource Management (HRM), emphasise institutional control and resource efficiency, frequently sidelining vulnerable groups and undermining public trust. In environments characterised by environmental degradation, urban insecurity, and systemic exclusion, such as Lagos, Port Harcourt, and Abuja, these models are insufficient. The research is informed by human security theory and participatory governance theory, highlighting the importance of ethical engagement, participatory design, and rights-based development. The study employs a qualitative design utilising solely secondary data derived from academic literature, policy documents, and institutional reports. Thematic analysis identifies four primary findings: systemic exclusion and institutional mistrust; discrepancies between policy reform and implementation; the rise of human-centered principles; and the interrelationship between inclusion and resilience. These findings are consistent with and expand upon existing scholarship by situating governance legitimacy within the context of human dignity rather than administrative efficiency. The study advocates for the institutionalisation of inclusive governance mechanisms, reform of policy implementation frameworks, adoption of human-centered training, promotion of participatory budgeting, and integration of human security metrics into national planning. The conclusion underscores that the shift towards human-centered governance is essential both ethically and strategically for the development of resilient, equitable, and inclusive societies in Nigeria.

This study aims to explore head teachers' instructional supervisory practices and their impact on teachers' performances in primary schools within the Kumba I Sub-Division.  By answering the following questions; to what extend does head teachers’ classrooms visitation, head teachers checking of records and head teachers’ provision of teaching/learning resources impact teachers’ performances in primary schools in Kumba 1 Sub-Division?  The study employs a descriptive survey research design.  The main population of the study was made up of all teachers and head teachers of Meme division. The accessible population was made up of 246 teachers and 20 head teacher in GS Nkamlikum, GBPS Kumba Mbeng, St John Primary School Kumba town, Presbyterian Primary school Kumba town, Team Foundation First Choice Primary school, GPS Kumba Town, GS Station, Victory Primary School, Metropolitan Primary School, Catholic Primary School Buea road and Our Lady Primary School giving a total of 268 accessible population.  The sample size was made up of 200 teachers and 15 head teachers of Pubic, Confessional and Lay Private Schools.  The simple random sampling technique was used in this study.  The instruments used for data collection were a questionnaire for the teachers and head teachers.  Data was analysed descriptively and the Chi square test was used to test the research hypothesis formulated for the study.  Findings showed that head teachers and teachers did not significantly differ in their perception on classroom visit on teachers’ performance (P=0.0123), whereby, majority of the head teachers 11 (76.0%) and teachers 144 (72.0%) of almost the same proportion strongly agree and strongly agree that classroom visits by head teachers impact teachers performance while a minority of the head teachers 4 (24.0%) and teachers 56 (28.0%) disagree and strongly disagree.  Findings also showed that head teachers and teachers did not significantly differ in their perception on records checking on teachers’ performance (P=0.09117,) whereby, majority of the head teachers 11 (73.0%) and teachers 144 (72.0%) of almost the same proportion strongly agree and agree that record checking by head teachers impact teachers performance while a minority of the head teachers 4 (27.0%) and teachers 56 (28.0%) disagree and strongly disagree.  Finally, findings showed that head teachers and teachers did not significantly differ in their perception provision of resources to teachers’ performance (P=0.3074), whereby, majority of the head teachers 11 (73.0%) and teachers 120 (60.0%) of almost the same proportion strongly agree and agree that provision of teaching and learning resources impact teachers performance while a minority of the head teachers 4 (27.0%) and teachers 80 (40.0%) disagree and strongly disagree.  Based on the research findings, it is recommended that head teacher should visit classroom more often to awaken the teachers for effective teaching and learning. Inform teachers when necessary for effective preparation and correct teaching errors where necessary.  

Artificial intelligence (AI) has emerged as a transformative tool in law enforcement, with predictive policing drawing increasing attention for its potential to improve crime prevention. In Nigeria, however, its application raises pressing ethical concerns around fairness, privacy, and accountability. This study examined the operational and ethical implications of predictive policing in Nigerian urban centers, with the objective of assessing its effectiveness, risks, and institutional readiness. Anchored in Technological Determinism, Social Constructivism, and Procedural Justice Theory, the study adopted a literature-based research design, synthesizing empirical works from Nigerian and global contexts. Data were drawn from peer-reviewed studies through purposive selection, thematically analyzed, and interpreted against the theoretical frameworks. Findings show predictive policing can reduce certain crimes and assist in hotspot mapping, yet these operational benefits are offset by serious challenges: poor data quality fosters algorithmic bias against marginalized groups; opaque decision-making processes weaken accountability; and limited legal safeguards expose citizens to privacy violations and surveillance overreach. Moreover, mistrust of law enforcement in Nigeria intensifies public resistance to predictive technologies. The study concludes that predictive policing in Nigeria will only succeed under conditions of transparent governance, fairness audits, robust data infrastructure, and active community engagement. It contributes localized insights to a debate often dominated by Western perspectives, highlighting the balance between technological innovation and ethical governance in fragile democracies.

Teachers argue endlessly: should students mostly listen, stare at pictures, or physically move when learning English vocabulary? Reality is most classrooms just pick whatever and run with it. Some drill pronunciation for hours. Others spam flashcards. A few remember gestures exist and throw them in occasionally. Nobody thinks much about why. Thing is, nobody's brain evolved processing one sense at a time. Your ancestors who survived? They saw the predator AND heard it AND felt ground vibrations AND started running - all simultaneously. That's baseline human cognition, not some special skill. So the question: does throwing audio, visuals, body movement together - academics label this multisensory scaffolding - actually make vocabulary stick longer and speaking work better than normal one-channel teaching? We dug through experiments from 2008-2024 where researchers tested this on people learning second languages. Hunted specifically for studies tracking how long vocabulary lasts in memory and how well people can produce those words later. What showed up: multisensory teaching beats single-channel pretty reliably across ages. Effect sizes run moderate to large depending how you implement it. Vocabulary learned with gestures+audio+visuals sticks around 3-8 months longer than just hearing words. Speaking accuracy goes up when learners physically act out meanings during learning. Why this works: seems to involve deeper memory encoding through distributed brain networks instead of just repetition effects. What matters critically: gestures have to actually represent meanings (iconicity), timing across senses needs coordination (synchrony), learners doing movements themselves beats watching someone else. What this means practically: pair new words with meaningful gestures and visual supports as standard procedure, not special occasion enrichment. VR might provide structured multisensory environments but jury's still out. Gaps in research: most studies test concrete vocabulary (nouns for objects, action verbs) rather than abstract grammar, and nobody's nailed down optimal dosage or timing yet.

The decline of biodiversity is a significant environmental concern jeopardising ecological stability and livelihoods in the Niger Delta. This project investigates the magnitude, causes, and consequences of biodiversity loss, aiming to identify ways for sustainable ecological restoration and enhanced governance. Utilising the Social–Ecological Systems (SES) and Environmental Governance and Justice (EGJ) frameworks, the study employed a mixed-methods approach incorporating both qualitative and quantitative methods. Data were acquired from environmental reports, remote sensing imagery, and scientific literature and examined through trend analysis and content review to evaluate habitat alteration and species diversity. Research indicated substantial declines in mangrove coverage and in fish, avian, and mammalian species from 1980 to 2020, largely attributable to oil contamination, deforestation, and inadequate institutional enforcement. The study indicates that reversing biodiversity loss necessitates robust governance change, community engagement, and ecosystem-based restoration for sustainable development.

This article examines the substantive renewal of youth policy in Uzbekistan on the eve of independence and during the early years of independence, the process of abandoning the Soviet ideological system, and the political, legal, organizational, and social factors that shaped the transition from the Komsomol structure to the Youth Union of Uzbekistan. The study analyzes the ideologically dependent nature of youth policy in the late Soviet period, the sharp transformation of the tasks facing youth organizations after the events of August 1991, the reform initiatives advanced by the leadership and regional branches of the Leninist Communist Youth League of Uzbekistan, the resolutions of extraordinary plenums and congresses, as well as the programmatic foundations of the new youth organization. The article interprets social protection of youth, support for gifted young people, open dialogue with youth, international cooperation, and organizational independence as new directions in youth policy during the transitional period. It concludes that the emergence of youth policy in Uzbekistan as an independent direction of state policy was the product of historical necessity.

Stratospheric ozone depletion remains a critical environmental and public health concern, driven by emissions of ozone-depleting substances (ODS) from industrial, agricultural, and domestic sources. Despite the near-universal global commitment demonstrated by the ratification of the Montreal Protocol by nearly 200 countries, operational implementation gaps hinder the complete recovery of the ozone layer. This research examines the environmental consequences of ozone- depleting substances (ODS) and evaluates the efficacy of both global and national mitigation strategies. The objectives include examining global progress in ODS reduction, evaluating national implementation performance, analysing existing policy instruments, identifying persistent challenges, and exploring associated co-benefits and trade-offs. This study employs a qualitative research design informed by the Multi-Level Perspective (MLP) theory of socio-technical transitions, utilising secondary data sourced from peer-reviewed literature, international environmental reports, and reputable datasets such as OWID. A systematic review and thematic content analysis were utilised to synthesise insights in accordance with the research objectives. Research indicates that global ODS emissions have decreased by more than 99% since 1989 due to the Montreal Protocol's regulatory framework, with observable trends of ozone recovery in recent decades. National-level implementation is inconsistent, especially in developing economies, where challenges include informal service networks, limited technician capacity, weak enforcement mechanisms, and slow adoption of low global warming potential (GWP) substitutes. Legacy refrigerant banks pose risks, and the climate trade-offs linked to high-GWP alternatives remain significant. The study concludes that the effectiveness of the global governance architecture depends on strengthening national enforcement systems, expediting low-GWP transitions, expanding reclamation infrastructure, and incorporating ozone-climate-health policies to ensure equitable environmental benefits.

This study investigates the effect of blending digital and face to face lessons, on Computer Science students’ academic achievement in secondary schools in Cameroon. The study employed a quasi-experimental design involving 100 students from Governemnt Bilingual High School Etoug-egbe and Governemnt High School Bokwango, Buea all in towns in Cameroon divided into two groups: one group of 50 students utilizing digital and face-to-face lessons, and a control group engaging solely traditional face-to-face instruction. The primary objectives included assessing the influence of blending digital lessons and face to face lessons on student’s academic achievement. The software used for Data Analysis was SPSS version 27, IBM SPSS Amos version. The data analysis included an ANOVA test revealing a significant difference in academic achievement among the groups, with an F-value of 11.464 and a p-value of less than 0.001. This outcome suggests that the blended approach employed had a pronounced effect on students' achievement, indicating the necessity for diverse instructional strategies to promote engagement and understanding. The findings underscore the effectiveness of blended learning tools, particularly structured digital resources like the digital lessons from the MINESEC distance learning platform https://distance-learning.minesec.gov.cm, in enhancing academic outcomes. While students’ grades, software and hardware skills gained traction through blending digital and face-to-face lessons, critical thinking development requires further exploration to ensure holistic student growth. This research contributes to the body of knowledge surrounding blended learning practices and offers insights for educators and policymakers aiming to optimize instructional strategies. The implications of this study stress the importance of adopting tailored digital teaching methods to enhance academic achievement in a subject like Computer Science, thereby recommending sustained investment in educational technology and infrastructure to facilitate impactful learning experiences.

Social media has significantly altered Nigeria's civic landscape, facilitating novel methods of digital activism and the organisation of protests. From 2020 to 2025, online movements transformed the methods by which citizens articulate dissent and organise for accountability. Despite its role in mobilizing civic action, social media in Nigeria remains limited as a tool for lasting political change due to repression, misinformation, and fragmented activism. Guided by the Networked Public Sphere Theory, this research utilised a quantitative approach through online surveys distributed via Google Forms to a sample of 60 respondents. The respondents comprised youth activists, journalists, and civil society representatives. The data were analysed using thematic and descriptive methods in Excel. The results show that social media sites like Facebook, WhatsApp, and Twitter (X) act as catalysts for organising protests and fostering civic participation. However, the lasting effects and policy impact of digital activism are hampered by disinformation, surveillance, and a lack of organised leadership. As a result, social media remains limited by structural flaws even while it increases democratic participation and gives voice to under-represented groups. For Nigeria to become more democratic, the study recommends strengthening fact-checking systems, protecting digital rights, and combining online activism with real civic projects is essential.

This study examines the effects of persistence on the acquisition of social skills by adolescents in secondary schools in the Littoral Region of Cameroon. The study was guided by one major question and a hypothesis. The survey research design using the convergent mixed methods approach was adopted for the study. Close-ended questionnaire and a focused group discussion made up the instrument used for the study. The sample population for the study consisted of 354 students. the purposive, convenient and the simple random sampling techniques were adopted for the study. Data from the close ended questions were analyzed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while open ended questions and focus group discussion were analyzed thematically. The Spearman’s rho was used to test the lone research hypothesis formulated in the study. Findings showed that 82.3% of the students agreed that persistence influences adolescent acquisition of social skills in secondary schools while 17.7% disagreed. The hypothetical statistics showed that there is a significant, positive and strong relationship between persistence and adolescent acquisition of social skills in secondary schools (R- value 0.435**, p-value < 0.000 < 0.05). The positive sign of the correlation value implies that continues persistence to learn from their mistakes and use them as opportunities for growth, being determined to overcome obstacles, committed to continuously improving and developing my skills and abilities and remaining focused on their goals, even when faced with challenges or setbacks will enhance adolescent acquisition of social skills in secondary schools. Thus, the null hypothesis was rejected while the alternative that states there is a significant relationship between persistence and adolescent acquisition of social skills in secondary schools in the Littoral Region was accepted.  Based on the findings, it is generally recommended that secondary schools in the Littoral Region of Cameroon should intentionally promote and integrate persistence-building strategies into their educational and extracurricular programs. School administrators and teachers should create supportive learning environments that encourage students to view mistakes as opportunities for growth, remain determined in the face of challenges, and continuously strive for self-improvement.

The National Health Insurance Scheme (NHIS) was established to reduce catastrophic health expenditures and promote universal health coverage (UHC) in Nigeria. Despite its aims, low enrolment and structural fragmentation continue to hinder comprehensive risk pooling. This study critically assesses NHIS’s effectiveness as a social security mechanism by examining its tangible achievements, identifying ongoing operational challenges, and highlighting key policy gaps. Based on Expected Utility Theory (EUT), the research used a focused narrative synthesis of empirical studies, qualitative research, and policy documents published from 2020 to 2025. The data analysis employed a thematic synthesis to integrate findings related to achievements, barriers, and structural issues across various study designs and regions. The synthesis reveals that the NHIS provides substantial financial protection for formal-sector workers and enhances maternal service utilisation among beneficiaries. However, the national impact remains limited by the structural exclusion of the informal sector and the severe fragmentation of risk pools, resulting in inadequate financial protection and persistent high out-of-pocket expenditures nationwide. In conclusion, the NHIS has yet to reach its full potential as a comprehensive social security system. To attain UHC, the government must adopt a unified strategy focused on increasing public funding and merging fragmented risk pools. Recommendations include reforming regulatory frameworks, modernising payment systems, and implementing targeted enrolment strategies for the informal sector.

This article explores teachers’ attitudes towards extensive reading, critical thinking skill, and more importantly, towards developing critical thinking skill through extensive reading strategies. students are facing different obstacles that may hinder their learning process and development. One of those problems can be the lack of sufficient processing of information, which may lead to misunderstanding and misinterpreting any given material. In other words, they lack the ability to think critically. In order to carry out this research, a quantitative study has been conducted. Specially-designed questionnaire was administered to thirty-four English teachers of different educational establishments. The analysis of the questionnaire revealed that teachers and are aware of the existence of critical thinking skill and stress the importance of extensive reading in developing cognitive skills. Moreover, they showed a positive attitude towards developing critical thinking skill through extensive reading, however, the majority of students tend to ignore reading and abandon it and they are not trying to develop their critical thinking skill neither through extensive reading nor through other tools. Following the research findings, it is recommended to raise students’ awareness about the importance of extensive reading as well as critical thinking skill in foreign language teaching and learning. More importantly, to implement extensive reading programs that can help learners enhance their critical thinking skills.

Nigeria's swift digital transformation has highlighted the contrasting dynamics of innovation and insecurity, with identity theft posing a significant threat to digital authenticity. Despite the enactment of laws such as the Cybercrimes Act (2015) and the Data Protection Act (2023), there has been a notable increase in cyber fraud, highlighting deficiencies in governance and institutional coordination. This study investigates (1) the effects of identity theft on digital trust, (2) the role of governance fragmentation in cybersecurity, and (3) the sufficiency of Nigeria’s digital protection frameworks. The research is grounded in Polycentric Governance Theory and Technology Governance Theory and employs a qualitative descriptive-explanatory design. Data were collected from secondary academic, institutional, and policy sources published within the last five years, and analysed using thematic content synthesis to interpret the connections between governance and technology. Research indicates that identity theft compromises digital authenticity, governance fragmentation diminishes institutional coordination, and Nigeria's cybersecurity infrastructure is predominantly reactive and inadequately developed. The crisis stems from governance inefficiencies, not from technological failures. The research indicates that restoring digital authenticity in Nigeria requires a cohesive governance framework, adaptive cybersecurity measures, and mechanisms to foster public trust, all of which must be aligned with legal, institutional, and technological capabilities.

The article examines the formation of emotional relationships in adolescents and their impact on personality development. It analyzes the developmental characteristics of emotions and feelings during adolescence and their influence on psychological stability, social interaction, and decision-making abilities. The study also emphasizes the importance of emotional support from parents and educators, the creation of a positive social environment, and teaching adolescents effective emotional expression skills.

Gas flaring is a significant environmental issue in Nigeria’s Niger Delta, causing atmospheric pollution, ecosystem degradation, and socio-economic distress. Flaring continues to occur despite established policy frameworks, posing risks to climate objectives and sustainable development. This study evaluates the environmental costs of gas flaring, analyses its ecological, health, and socio-economic impacts, and assesses the effectiveness of mitigation strategies in the Niger Delta. The research is based on Environmental Cost Theory and employs a descriptive-analytical design, utilising secondary data from credible sources, including the World Bank, UNEP, Nigerian Upstream Petroleum Regulatory Commission (NUPRC), and Our World in Data (Global Carbon Project, 2025). Comparative content and thematic analyses were utilised to interpret patterns in gas flaring volume, environmental degradation, and regulatory outcomes. Research indicates that gas flaring accounts for approximately 13% of Nigeria's overall greenhouse gas emissions, leading to soil acidification, hydrocarbon contamination, and biodiversity loss. Agricultural yields have decreased by up to 35%, and local communities are facing increased health risks and economic hardship. The study concludes that effective mitigation of gas flaring necessitates enhanced regulatory enforcement, the implementation of gas utilisation technologies, the internalisation of environmental costs, and governance that prioritises community involvement to achieve a net-zero emission future.

This article examines the stages of speech development in preschool children and provides a pedagogical analysis of these processes. The study explores the main phases of speech formation in ontogenesis, including the development of sound culture, the expansion of vocabulary, the acquisition of grammatical structures, and the emergence of coherent speech. Additionally, the psychological and pedagogical factors influencing speech development at the preschool age are identified, and their significance in the educational process is substantiated. The article also analyzes pedagogical approaches, methods, and tools aimed at enhancing children’s speech, as well as their effectiveness in practice. The findings can be applied to systematically organize speech development activities in preschool institutions and improve the professional competencies of educators.

This study evaluates the impact of training and capacity-building strategies under Operation Okwok on crime management in Cross River State, Nigeria. Against the backdrop of rising insecurity including kidnapping, cultism, and trans-border crimes, the research identifies gaps in the competence, coordination, and professionalism of joint security operatives. Despite the strategic intent of Operation Okwok, fragmented training schedules, poor inter-agency synergy, and weak institutional frameworks have undermined its effectiveness. The study aims to assess the structure, relevance, and implementation of training programs and their influence on operational coordination and crime control outcomes. Anchored on Human Capital Theory and Systems Theory, the research posits that crime management success depends on the synergy between individual competence and institutional cohesion. Using a qualitative exploratory case study design, data were collected through Key Informant Interviews with 15 security stakeholders and triangulated with secondary sources. Findings reveal that while tactical training and joint simulations exist, they are irregular, generic, and poorly adapted to local security realities. Capacity-building efforts remain donor-dependent and lack sustainability, resulting in uneven professionalism and strained community relations. The study recommends institutionalizing continuous, context-sensitive training, establishing unified performance evaluation systems, and strengthening inter-agency collaboration through shared protocols and leadership development. The study concludes that, the effectiveness of Operation Okwok hinges on integrating structured training with sustainable capacity-building to foster a disciplined, responsive, and coordinated security apparatus capable of addressing the evolving threats in Cross River State.

This study investigates the organization of teaching practice within the Departments of Science of Education at English-speaking universities in Cameroon and its impact on the attainment of instructional competencies among graduates of Higher Teacher Training Colleges. Acknowledging the important role played by teaching practice in the professional development of teachers, the researcher examines the adequacy of duration, timing, and quality of supervision during the practicum. Using the parallel mixed-method research design, data were collected from 214 teachers and 270 student teachers across several colleges. The findings reveal significant challenges, including inadequate supervision, misalignment of teaching practice timing with academic schedules, and insufficient support from supervisors. While a majority of respondents acknowledged the effectiveness of classroom management training, concerns about the use of resource and lesson delivery persist. The study highlighted the necessity for reforms in teacher training colleges to enhance instructional competencies and improve educational outcomes in the English-speaking regions of Cameroon.  

This article explores the methodology of enhancing the English communicative competence of first-year non-philological students, specifically those majoring in Information Systems, through a dedicated web platform titled “IT-Talk AI”. The research analyzes the integration of the Gemini AI model to bridge the gap between theoretical lexical knowledge and practical production. By digitizing a 24-lesson syllabus, designed by university teachers and professors for this specific course, the platform provides a low-anxiety environment for automated practice of language skills (reading, listening, writing, speaking) and linguistics (grammar, terminology) beyond the classroom. The findings demonstrate that the platform significantly increases student independent learning time by offering highly relevant, tailored instructional materials.