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ZAJESE

Zaria Journal Of Empirical Studies In Education

P-ISSN 2814-0303

E-ISSN 2992-4677

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ZAJES

Zaria Journal of Educational Studies

P-ISSN Volume 26 Number 2,

E-ISSN 2805-3877

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ZAJES Vol Volume 26, Number 1, • Issue 26

2026

REIMAGINING AFRICAN HIGHER EDUCATION FOR FINTECH INNOVATION

Yahaya Isa Bunkure, FNIP, STAN, MNAE

The rapid growth of the financial technology (fintech) sector has exposed a significant skills gap that African higher education institutions must urgently address. As financial services…

Zaria Journal of Educational Studies

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Journal:
Zaria Journal of Educational Studies

Author(s):
Yahaya Isa Bunkure, FNIP, STAN, MNAE

Volume: Vol Volume 26, Number 1, Issue 26 (2026)

Keywords:
Fintech education; digital competence; curriculum reform; African higher education; experiential learning; industry-academia partnerships; DigComp; digital equity; gender-responsive policy

The rapid growth of the financial technology (fintech) sector has exposed a significant skills gap that African higher education institutions must urgently address. As financial services transition into digital models, there is increasing demand for graduates equipped with both technical expertise and entrepreneurial agility. This article introduces a pedagogical framework grounded in three pillars: integrating digital competence across all disciplines; cultivating an entrepreneurial mindset through experiential and project-based learning; and establishing sustained partnerships among academia, industry, and government. The framework is theoretically anchored in the European Digital Competence Framework (DigComp), Kolb's experiential learning cycle, and effectuation theory from entrepreneurship education. Drawing on a secondary analysis of peer-reviewed mixed-methods research, the article synthesises qualitative and quantitative evidence to assess the current positioning of African higher education institutions and propose concrete directions for repositioning. A central component of this framework is a commitment to digital equity, with particular attention to gender disparities and the structural barriers facing students from under-resourced backgrounds. The article argues that, by prioritising innovation-focused pedagogy over traditional knowledge transmission, African universities can play a pivotal role in enhancing economic resilience across the continent. Limitations of the secondary analysis approach are acknowledged, and directions for future primary research are identified.

ZAJES Vol Volume 26, Number 1, • Issue 26

2026

INFLUENCE OF HERDERS-FARMERS CONFLICT ON PUPILS’ ENROLMENT, RETENTION, AND COMPLETION OF BASIC EDUCATION IN BENUE STATE, NIGERIA

Adaaku, Judith Mbakeren & Aun, Thompson Toryuha

Recently, farmers-herders in Benue state had a sour relationship with persistent conflict. The conflict erupted in the state at intervals with varying gravity, such as displacement…

Zaria Journal of Educational Studies

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Journal:
Zaria Journal of Educational Studies

Author(s):
Adaaku, Judith Mbakeren & Aun, Thompson Toryuha

Volume: Vol Volume 26, Number 1, Issue 26 (2026)

Keywords:
Conflict; Enrolment; Retention; Completion; Basic-school

Recently, farmers-herders in Benue state had a sour relationship with persistent conflict. The conflict erupted in the state at intervals with varying gravity, such as displacement of people, destruction of houses, schools, deaths, and loss of valuable items worth several million. The study examined the influence of herders-farmers conflict on pupils’ enrolment, retention, and completion of basic education in Benue State, Nigeria. The study adopted descriptive survey method. The population of the study comprised all 4,486 basic school pupils in Benue State, Nigeria. A sample of 30 from 438 basic schools in three (3) local government areas under study was selected using a multistage sampling technique. A period of 10 years was used for the collection of data. The data collected from this study were analysed using descriptive statistics. The findings of the study revealed, among others, that enrolment dwindled with increasing conflict, retention also declined with severity in conflict, as well as completion rates across three local government areas, especially in the years 2014, 2018, and 2020. The study concluded that the farmers-herders conflict in Benue State has influenced enrolment, retention, and completion of basic education. The study recommended, among others, that the international communities and the federal/state government should serve as an intermediary to resolve the continuous conflict.

ZAJES Vol Volume 26, Number 1, • Issue 26

2026

A CHRISTIAN RELIGIOUS STUDIES APPLICATION OF QUINTUPLE HELIX FRAMEWORK TO SOCIETAL DEVELOPMENT IN NIGERIA

Ilesanmi G. Ajibola, PhD & Anuoluwapo F. Olowo, PhD

Nigeria confronts a compounding development crisis characterised by structural poverty, institutional decay, youth unemployment, environmental degradation, and a deepening erosion…

Zaria Journal of Educational Studies

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Journal:
Zaria Journal of Educational Studies

Author(s):
Ilesanmi G. Ajibola, PhD & Anuoluwapo F. Olowo, PhD

Volume: Vol Volume 26, Number 1, Issue 26 (2026)

Keywords:
Christian Religious Studies, Quintuple Helix, Nigeria, societal development, moral capital, curriculum reform, faith-based institutions, civic formation, documentary analysis

Nigeria confronts a compounding development crisis characterised by structural poverty, institutional decay, youth unemployment, environmental degradation, and a deepening erosion of civic values. This paper proceeds from the recognition that no single sector possesses the capacity to address these challenges in isolation. Drawing on qualitative documentary analysis, the study applies the Quintuple Helix Innovation Model to examine how Christian Religious Studies (CRS) — encompassing its curricula, pedagogical orientations, and ecclesial institutions — can function as nodes of moral capital, civic formation, and community empowerment across five interdependent societal subsystems: academia, industry, government, civil society, and the natural environment. The analysis maps both current contributions and unrealised potential across each helix, distinguishing carefully between what CRS demonstrably achieves and what reformed curricula and pedagogy could produce. The paper argues that CRS is not simply a subject of confessional instruction but a generative discipline capable of producing the ethical, social, and epistemic infrastructure required for enduring national development. The findings call for policy integration of CRS into Nigeria’s development architecture through curriculum reform, faith-institution partnerships, and community-based learning models, and identify a substantial agenda for empirical research.

ZAJES Vol Volume 26, Number 1, • Issue 26

2026

ARTIFICIAL INTELLIGENCE AND ITS EFFECT ON ADMINISTRATORS’ MOTIVATIONAL COMPETENCE AND ACADEMIC JOB PERFORMANCE IN STATE-OWNED UNIVERSITIES OF NORTHEAST NIGERIA

Koku Agbu Koku

Artificial Intelligence (AI) has emerged as a transformative technological innovation in modern organizations, with universities increasingly adopting AI-driven systems to improve…

Zaria Journal of Educational Studies

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Journal:
Zaria Journal of Educational Studies

Author(s):
Koku Agbu Koku

Volume: Vol Volume 26, Number 1, Issue 26 (2026)

Keywords:
Academic performance, Administrators, Artificial Intelligence, Job competence, Motivation, Nigeria, Universities.

Artificial Intelligence (AI) has emerged as a transformative technological innovation in modern organizations, with universities increasingly adopting AI-driven systems to improve efficiency, productivity, and decision-making processes. In the context of Nigerian higher education, university administrators play a crucial role in policy implementation, coordination of academic activities, and the management of institutional processes that support teaching, learning, and research. Despite this critical responsibility, administrators in many state-owned universities face persistent challenges such as limited resources, bureaucratic bottlenecks, and heavy workloads, which often reduce their motivational competence and consequently affect their academic job performance. This study examined the effect of Artificial Intelligence on administrators’ motivational competence and academic job performance in state-owned universities in North East Nigeria. A survey research design was adopted for the study, and data were collected from academic administrators through the use of structured questionnaires. The collected data were analyzed using descriptive and inferential statistical techniques to determine the influence of AI on motivational competence and job performance. The findings revealed that the integration of AI significantly improved administrators’ motivational competence by simplifying administrative tasks, enhancing decision-making processes, and reducing routine workload. The study also found that AI positively influenced academic job performance through improved record management, efficient communication, and the timely execution of administrative responsibilities. Based on these findings, the study concluded that the adoption of AI in university administration can play a significant role in strengthening administrators’ motivation and improving their job performance. It therefore recommended increased investment in AI infrastructure, continuous training of administrators, and the development of supportive institutional policies to enhance the effective use of AI in higher education administration in Nigeria.

ZAJES Vol Volume 26, Number 1, • Issue 26

2026

TEACHERS' PERCEPTION OF REGGIO EMILIA'S APPROACH FOR MORAL DEVELOPMENT AMONG PRESCHOOLERS IN SABON GARI LGA OF KADUNA STATE

Ugwude Doris Ifeoma (PhD), & Duruh Lilian Chinwe

This study investigated teachers' perceptions of the Reggio Emilia approach as a strategy for promoting moral development among preschoolers in the Sabon Gari Local Government Area…

Zaria Journal of Educational Studies

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Journal:
Zaria Journal of Educational Studies

Author(s):
Ugwude Doris Ifeoma (PhD), & Duruh Lilian Chinwe

Volume: Vol Volume 26, Number 1, Issue 26 (2026)

Keywords:
Teachers, Perception, Reggio Emilia's Approach, Moral Development, Preschoolers.

This study investigated teachers' perceptions of the Reggio Emilia approach as a strategy for promoting moral development among preschoolers in the Sabon Gari Local Government Area (LGA) of Kaduna State. Employing a descriptive research design, the study was guided by two research questions concerning the components of the Reggio Emilia approach that support moral development and its perceived impact. Data were collected from a randomly selected sample of 120 public primary school teachers using a validated and reliable questionnaire titled Teachers' Perception of Reggio Emilia's Approach in Promoting Moral Development among Preschoolers (TPREPPMD). Reliability was assessed using Cronbach's Alpha, yielding a coefficient of 0.82, indicating the instrument was reliable. Findings revealed that teachers generally agreed that certain components of the Reggio Emilia approach supported moral development. These included encouraging reflection during group discussions, collaborative projects fostering empathy, and the use of art and storytelling to explore emotions. Findings also reveal that the Reggio Emilia approach effectively promotes empathy among preschoolers through collaborative activities, and the Reggio Emilia approach cultivates and creates ethical awareness among others. The impact of Reggio Emilia's Approach on promoting moral development among Preschoolers in Sabon Gari LGA. It was recommended that adequate teacher training be provided to ensure that educators are well-equipped to implement the Reggio Emilia approach effectively, especially in fostering empathy and specific techniques for active listening and respectful communication.

ZAJES Vol Volume 26, Number 1, • Issue 26

2026

APPROACHES AND SUPPORT SYSTEMS FOR TEACHING MORALITY: INSIGHTS FROM ISLAMIC AND CONVENTIONAL SCHOOLS

Zuwaira Abubakar1 & Shehu Abdur-Rahman Aboki

Schools are expected not only to transmit academic knowledge but also to cultivate students’ moral character, making teachers’ roles in moral education particularly significant. This…

Zaria Journal of Educational Studies

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Journal:
Zaria Journal of Educational Studies

Author(s):
Zuwaira Abubakar1 & Shehu Abdur-Rahman Aboki

Volume: Vol Volume 26, Number 1, Issue 26 (2026)

Keywords:
Moral Education, Teaching Approaches, Islamic/Conventional Schools, Value-Based Learning

Schools are expected not only to transmit academic knowledge but also to cultivate students’ moral character, making teachers’ roles in moral education particularly significant. This study examines teachers’ perceptions and practices regarding moral instruction in Islamic secondary schools under the Arabic and Islamic Education Board (AIEB) and conventional secondary schools under the Ministry of Education (MOE). Data were collected through questionnaires administered to teachers at 18 selected schools. The findings revealed a similar pattern of moral development approaches among students in both Islamic and conventional schools. In both types of schools, the overwhelming majority of teachers regard the teaching of morality as a core professional responsibility and report frequent attempts to integrate moral values into their teaching. Nevertheless, many respondents were unable to clearly articulate specific strategies used for moral integration, suggesting a gap between intention and practice. Moral counselling emerged as the most commonly employed strategy, whereas systematic integration of moral education into regular subject teaching was the least reported. Teachers also expressed near-unanimous agreement that school managements are committed to students’ moral development. Formal moral instruction was primarily delivered through Religious Studies, Social Studies, and Civic Education, while co-curricular activities, such as drama and quizzes, served as supplementary avenues for reinforcement. This study recommends strengthening teachers’ pedagogical skills in moral education, promoting clearer instructional strategies across subjects, and enhancing co-curricular programs to ensure that moral values are effectively translated into students’ everyday behaviour.

ZAJES Vol Volume 26, Number 1, • Issue 26

2026

FAMILY BACKGROUND AND STUDENT-RELATED FACTORS AS PREDICTORS OF ACADEMIC ACHIEVEMENT IN CHEMISTRY AMONG SECONDARY SCHOOL STUDENTS IN ZARIA METROPOLIS, NIGERIA

Efe M. Omwirhiren, Esq (Ph.D) & Bashir A. Sa’idu

Academic achievement in chemistry remains a persistent concern among secondary school students in Nigeria, particularly within urban–rural transitional settings like Zaria Metropolis.…

Zaria Journal of Educational Studies

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Journal:
Zaria Journal of Educational Studies

Author(s):
Efe M. Omwirhiren, Esq (Ph.D) & Bashir A. Sa’idu

Volume: Vol Volume 26, Number 1, Issue 26 (2026)

Keywords:
Academic achievement, Chemistry education, family background, student-related factors, secondary schools, Nigeria.

Academic achievement in chemistry remains a persistent concern among secondary school students in Nigeria, particularly within urban–rural transitional settings like Zaria Metropolis. This study examined the predictive influence of family background and student-related factors on senior secondary school students’ academic achievement in chemistry. Investigation employed a descriptive survey design. The population comprised SSII Chemistry students in public secondary schools in Zaria Metropolis, from which a sample of 100 students was selected using purposive sampling techniques. Data were collected using three structured instruments: Family Background Questionnaire (FBQ), Student Factors Questionnaire (SFQ), and Chemistry Achievement Test (CAT). These instruments were validated by experts and yielded acceptable reliability indices via Cronbach’s alpha. Data were analyzed using descriptive statistics and Pearson product-moment correlation at a 0.05 significance level. Findings revealed significant positive relationships between family background and academic achievement (r = 0.80, p < .05) and between student-related factors and academic achievement (r = 0.91, p < .05). Student-related factors emerged as the strongest predictors of success. The study concludes that while family background provides a crucial foundation, students’ internal attributes exert a greater influence. It is recommended that school-based interventions targeting motivation and study habits be prioritized alongside parental support initiatives.

ZAJES Vol Volume 26, Number 1, • Issue 26

2026

REVISITING THE TRADITIONAL EDUCATION SYSTEM IN NIGERIA: A CALL FOR REVIVAL AND REFORM

Simon Iruoghene Imoh & Ifeoluwa Abigail Omidiji

Nigeria’s indigenous education system, rooted in community participation, moral development, and vocational skills, predates colonial schooling and once played a vital role in preparing…

Zaria Journal of Educational Studies

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Journal:
Zaria Journal of Educational Studies

Author(s):
Simon Iruoghene Imoh & Ifeoluwa Abigail Omidiji

Volume: Vol Volume 26, Number 1, Issue 26 (2026)

Keywords:
Traditional education, indigenous knowledge, curriculum reform, vocational training, cultural identity

Nigeria’s indigenous education system, rooted in community participation, moral development, and vocational skills, predates colonial schooling and once played a vital role in preparing individuals for productive societal roles. However, Western-style education has largely displaced these traditional models, leading to the erosion of cultural identity, rising youth unemployment, and a widening skills gap. This paper revisited the core principles, goals, and pedagogical methods of Nigeria’s traditional education system, emphasizing its holistic, inclusive, and context-specific approach to lifelong learning. Through comparative analysis, it highlighted how traditional education focused on character, community, and practical competence. Drawing on current challenges in Nigerian education, the study advocated for a blended reform strategy that integrates indigenous knowledge, mother-tongue instruction, apprenticeship models, and community participation into the formal curriculum. It was concluded that reviving and reforming traditional education practices can enrich the national education framework, strengthen cultural continuity, and better equip youth with the skills and values needed for sustainable development in a globalized world.

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Federal University of Education, Zaria, Nigeria