The study was conducted to determine information needs of rural secondary school students on HIV/AIDS in Katsina State. Multi-stage sampling technique was employed in selecting 180 students. Data were collected with the aid of structured questionnaire and analysis was carried out using frequency counts, percentages, Chi square and Pearson product Moment Correlation. Results revealed that majority (54.4%) were within secondary school age of 16-20 years; non-boarded (67.8%), awarenrss (83.3%) and 43.9% have family size of 11-20. Radio (¯x=2.01), school authority (¯x=1.99), television (¯x= 1.61) and posters (¯x=1.57) were information sources though; school authority (¯x=2.62), radio (¯x=2.44), television (¯x=2.26) and posters (¯x=1.96) were the most preferred sources of awareness. Access to information sources was mostly constrained by lacks of power supply (¯x=1.54), television viewing centre in school (¯x=1.52), and contact with change agents (¯x=1.51) and poor coverage of HIV/AIDS news on newspapers/magazine/newsletters (¯x= 1.48). Majority (63.3% had high level of constraint. Also level of information needs was high to majority (67.2%). Symptoms (¯x=2.68), choice of marriage partners (¯x=2.66), availability of antiretroviral drugs (¯x=2.63) and sources of infection (¯x=2.62) were major areas of information needs. It is concluded that secondary school students’ information needs on HIV/AIDS in Katsina State is high. The distinct peculiarities of school as a culturally heterogeneous community should be studied and noted. In this sense, appropriate use of three major Nigerian languages: Hausa, Igbo and Yoruba languages are sin qua non in HIV/AIDS awareness creation in schools.

Change has been the unwritten yet self-evident law of nature and society. However, in recent times the pace, magnitude, complexities and dimensions of these changes got accelerated and intensified. The changes can be discerned in each sphere of our lives including the domain of learning and education sector. Scholars have identified four stages of Education from 1.0 to 4.0. In each of these four phases, all the characteristics change including institutional arrangement, content organisation, learning orientation, technology, teaching-learning methods, and role of students and teachers. Transition in to Education 4.0 necessitates a transformation in teacher education institutions (TEIs) because in these institutions teachers and educational administrators of future are being prepared. This paper looks at the 2 year B. Ed. curriculum prescribed by Himachal Pradesh University in 2015 and assesses the extent to which this curriculum can prepare graduates for future. The paper observes that teachers being prepared currently are not ready for roles and responsibilities they are expected to shoulder in the changed and changing scenario. It further observes that many aspects of current system of teacher education actually stand at Education 1.0 and as such requires responsive curriculum, unflinching commitment and unprecedented mobilization of resources in order to cover the long path in order to transition into 4.0 successfully. The current pandemic has potential to become a pretext for taking steps in desired direction.

In education, action research is significant. In order to address problems and concerns in the classroom, it enables teachers to figure out what went wrong and what may be done. A way to improve classroom instruction and have a bigger impact on students' overall development in public schools is to train teachers to do action research. This study examined how educational research is viewed in the context of public schools in order to assist teachers in upgrading and improving their skills. Using data from public secondary school teachers in the Division of Agusan del Sur, this study analyzes their motivation for writing, research skills and competence, and perceptions. This research project utilized quantitative research. Specifically, it employed a descriptive-correlational research design to evaluate secondary teachers' writing motivation, research skills, and competence, and perspectives on the parts, scope, and significance of action research. The sample size of the population was determined using Slovin's formula with a 0.05% margin of error. The study had been analyzed using IBM SPSS (Statistical Package for the Social Sciences). The data gathered was treated using standard deviation and mean as statistical tools to interpret the teachers' responses. For a correlational analysis between research-writing competence and motivation in teachers' perceptions, the researcher used an alpha of 0.05 and a confidence level of 95%. The secondary teachers who took part in the study exhibited strong, significant motivation and competence in academic research writing. They place a lot of importance on improving their writing. Secondary teachers are capable of writing action research papers that consider the technical aspects, write an introduction, choose an appropriate methodology, present results, and discussions, come to conclusions, offer recommendations, summarize references, and take other research papers into consideration. The Department of Education should use extensive seminars and workshops on action research to give teachers more knowledge and a deeper understanding of how to conduct research.

Without addressing environmental degradation and the social and economic inequities of the future, poverty reduction today cannot be accomplished or sustained. This is especially true when it comes to gender-based discrepancies in how the environment is used. Inherent societal gender inequality is a violation of human rights and a major concern for sustainable development. A thorough understanding of how men and women relate to the natural environment and environmental resources, as well as their rights and roles in resource planning and management, is required for social equity in society, gender-sensitive economic strategies, and environmental protection, according to discussions on equity and sustainable development in this paper. This understanding can be attained through environmental education programmes.

Educational output is measured by the competence of teacher, and for any teacher to be competitive enough to withstand the global capability, he or she required acquisition of some level of competence skill, thus fostering teacher’s competencies for global competitiveness is a necessary issue in teacher education. Two areas of teacher's competence (teacher’s pedagogical and intercultural competence) for global competitiveness was discussed. It was pointed out that in order to enhance teachers' capacity to instruct, the subject of teacher teacher’s pedagogical and intercultural competence becomes one that calls for critical consideration. To fosters teachers’ competence motivation is essential for teachers to maintain their zeal and enthusiasm and have a greater global impact.