The integration of Generative AI (GenAI) in Education presents immense potential for reshaping learning experiences and empowering students and educators. However, harnessing this potential requires collective action and responsible decision- making to ensure the effective and ethical use of AI technologies. This paper presents a series of recommendations and proposals aimed at effectively integrating GenAI in the higher education sector, catering to the perspectives of government, AI developers, students, educators, universities, schools, and researchers. By exploring diverse viewpoints about ChatGPT and future Google Gemini, this research aims to create a comprehensive recommendation guiding regulatory measures that address challenges, ethical considerations, and best practices of GenAI integration. Through a holistic approach, researchers believe that policymakers can foster a transformative and ethical environment, leveraging the full potential of generative AI while safeguarding students' well-being and academic integrity.

This study examined the use of e-learning technologies as predictors of students’ academic performance in public secondary schools in Port Harcourt and Obio-Akpor LGA of Rivers State. The study was guided by three objectives, three research questions and hypotheses. The population of the study comprised of 14,769 academic staff and SS2 stydents of all the 37 public senior secondary schools in Port Harcourt and Obio-Akpor LGA of Rivers State. The sample size for this study was 1477 respondents, representing 10% of the entire population. The sampling technique was a proportionate stratified random sampling. The instruments were questionnaire and teacher made test, used for the study to generate date. The instruments were validated and it reliability were tested using Kuder Richardson method, which yielded coefficients of 0.84 and 0.82 for The Use of E-learning Technologies Scale (TUETS) and Teacher Made Test Scale (TMTS) respectively. The research questions were answered with the use of simple regression, while the hypotheses were tested with t-test associated with simple regression at 0.05 level of significance. The findings revealed that the use of laptop and tablet computers predicts students’ academic performance in public secondary schools in Rivers State to a low extent, while smartphone as e-learning technologies predicts students’ academic performance in public secondary schools in Rivers State to a high extent. Based on the findings, it was recommended among others that the government who are the owners of public secondary schools should ensure that all schools have functional laptop computer laboratories, accessible to both teachers and students with trained personnel to help them acquire relevant ICT skills that will aid teaching and learning process for improved academic performance of students. Also, parents should explore all positive means to provide smartphones, constant strong Wi-Fi connection, browsing data, constant power supply for students with strict monitoring by the school PTA to guide, orientate and control students on how they can use the smartphones available to them to their own advantage, as all of these will enhance effective academic learning activities with minimal distraction.

Conflicts are a common phenomenon in any given organization including the school system where there is human interaction. There has been persistent public concern on declining teachers’ productivity in public secondary schools in Uasin Gishu County. This is partly attributable to conflicts. The aim of this paper was to determine the influence of negotiation conflict management strategy on teachers’ productivity in public secondary schools in Uasin-Gishu County, Kenya. The study adopted correlational research design and targeted 156 principals and 1783 teachers from 156 public secondary schools. Krejcie and Morgan sample size determination formula was used to attain a sample size of 427 respondents. The study employed purposive sampling, stratified and simple random sampling approaches. Data was collected using questionnaires. The study used mean, standard deviation, frequencies and percentages and Pearson Correlation Analysis to analyze data which was presented in tables. The study found out that there was a significant positive correlation between negotiation and teachers’ productivity (r = .525; p = .000) in secondary schools in Uasin-Gishu County. The paper concluded that there was a significant positive correlation between negotiation as a conflict management strategy and teachers’ productivity in secondary schools in Uasin-Gishu County showing that negotiation conflict management strategy positively enhances teachers’ productivity in secondary schools. The paper recommends that principals of secondary schools need to adopt conflict management approaches that strongly advocate for negotiation of all arising issues to ensure that compromise is easily reachable. This could be helpful in guiding management decisions and choices as to the most effective conflict management strategies to apply to resolve existing workplace conflicts.

An interactive effect of order of items and test anxiety on students’ performance on multiple-choice tests was investigated. Data was collected from 105 students from the College of Education for the study. A quasi-experimental design was used and 50-test item questions were used for data collection. Independent t-test, and Two-way ANOVA were used. The results show that test anxiety affected student performance. Furthermore, the result found that there was an interaction between the order of items and test anxiety on student performance. The study, therefore, recommended that tutors should encourage students to develop appropriate learning habits that will minimize their anxiety when taking tests. Finally, the study recommended that Colleges should organize seminars for tutors on how to manage students’ anxiety.

Mathematics is compulsory for all learners in secondary schools, as recommended by the Kenya Institute of Curriculum Development (2010). The performance of mathematics has been consistently low and one of the reasons is insufficient Mathematics laboratory. The study sought to determine Mathematics performance among secondary school students. The study instruments that were used included a pre-test, post-test, non-equivalent group experimental design, questionnaires, and an interview schedule. The researcher sampled 298 students and 26 teachers who took part in the study. The Form two students were selected to participate in the study. A sample size that represented the study population was selected using simple random sampling and purposive sampling while stratified sampling was used to select the schools. The study used the Solomon Four-Group design where two groups were formed, one experimental and one control group. The experimental group entered laboratory instructional strategy method while the control group entered conventional instructional strategy method. The respondents were assigned in their complete classes to four groups; experimental groups 1 and 3, and control groups 2 and 4. All the groups were taught the same content of the reflection and congruence. However, groups 1 and 3 were taught using laboratory method while groups 2 and 4 were taught by conventional methods. Groups 1 and 3 were pre-tested prior to the implementation of the laboratory method treatment. Teachers who took part in the study were inducted prior to the study by the researcher for period of three weeks. Mathematics Achievement Test 1 and Mathematics Achievement Test 2, questionnaires and interviews were used to collect data. SPSS was used to aid in data analysis. Chi-square tests were used to establish relationships. The study findings indicated that the laboratory method arouse the learners’ interest, increased learner participation, boosted the performance, enabled learners to develop the necessary skills for more advanced study research and promoted the development of scientific thinking. The study recommends that there is need for teachers to use laboratory method, which ensures that learners are more involved and engaged more in doing Mathematics activities and teachers have to be trained on the use of such pedagogy.

Two texts are presented here. The first is by Gerhard Lehmann who talks about the philosophical and political activity of Alfred Baeumler. The second is the first English version of ‘Nietzsche and National Socialism’ by Alfred Bæumler, Philosopher, Full Professor at the University of Berlin, Director of the Institute of Political Pedagogy.

Worldwide e-learning has emerged as a leading channel of learning but its implementation in Kenya has not been successful. Studies have noted infrastructural challenges in implementation of e-learning, an aspect the present study sought to address. The study determined infrastructural factors that influence implementation of e-learning in TVET institutions in Uasin Gishu County. The study established the extent to which the following factors affect the effective implementation: the availability of good bandwidth; quick response time in uploading and retrieving content; fast processors; high performance features on the servers; accessibility of learning management system and the availability of electronic learning equipment. The study was guided by Roger’s theory of Diffusion of innovation and adopted an explanatory research design with a target population of 94 electrical and electronic engineering trainers and 6 HoDs of electrical and electronic engineering departments from public TVET institutions from Uasin Gishu County. Data was collected by use of questionnaire, observation and interview schedule. The piloting of the tools was done in Kitale National Polytechnic to test for reliability and validity. Quantitative data was analyzed by use of both inferential and descriptive statistics using SPSS version 25 while qualitative data using themes and sub-themes. The inferential statistics used included: simple and multiple regression, Pearson’s correlation and Analysis of Variance (ANOVA) while descriptive statistics included mean, standard deviation and frequencies. From the findings, the coefficient of determination (R square) of .449 indicated that the model explained only 44.9% of the variation or change in implementation of e-learning. The study findings indicate that infrastructure (t =2.589, P<.05), significantly influence the implementation of e-learning in TVET institutions in Uasin Gishu County and it is therefore important for TVET institutions to consider strengthening the infrastructure requirements for e-learning.

This study examined the use of e-learning technologies as predictors of students’ academic performance in public secondary schools in Kangundo subcounty, Machakos county, Kenya The study was guided by three objectives, three research questions and hypotheses. The population of the study comprised of 31 academic staff, 1560 students of 31 secondary schools in Kangundo subcounty, Machakos county, Kenya. The sample size for this study was 266 respondents, representing 10-30% of the entire population. The sampling technique was a proportionate stratified random sampling. The instruments were questionnaire and teacher made test, used for the study to generate date. The instruments were validated and it reliability were tested using Kuder Richardson method, which yielded coefficients of 0.84 and 0.82 for The Use of E-learning Technologies Scale (TUETS) and Teacher Made Test Scale (TMTS) respectively. The research questions were answered while the hypotheses were tested with Chisquare associated with simple regression at 0.05 level of significance. The findings revealed that the use of computer Simulated models helped learners participate fully and more in class than conventional methods thus enhancing performance of students in Kangundo subcounty, Machakos county, Kenya, while smartphone as e-learning technologies predicts students’ academic performance in public secondary schools in Rivers State to a high extent. Based on the findings, it was recommended among others that the government who are the owners of public secondary schools should ensure that all schools have functional laptop computer laboratories, accessible to both teachers and students with trained personnel to help them acquire relevant ICT skills that will aid teaching and learning process for improve both the participation and hence the academic performance of students. Also, parents should explore all positive means to provide smartphones, constant strong Wi-Fi connection, browsing data, constant power supply for students with strict monitoring by the school PTA to guide, orientate and control students on how they can use the smartphones available to them to their own advantage, as all of these will enhance effective academic learning activities with minimal distraction.

The paper discuss the meaning and origin of continuing Education and highlighting the challenges Faced by Women Attending Continuing Education in North-West Nigeria, Continuing education is meant for those who had left early the formal school system. It is aimed at helping these sets of people to continue their education in a less rigid formation than what formal school system provides, and probably help them to go further In Nigeria presently, the practice of continuing education has been broadened to include the provision of educational activities that will meet the needs of illiterates, the drop-out. The underprivileged. Educationally disadvantaged, oppressed, the unnerved different categories of professionals, the down-trodden and the backwards. Thus, continuing education offers a wide range of training or education meeting needs of all shades of people. It therefore serves as the best means or instrument of democratizing education or equalizing access to education irrespective of age sex or social affiliation. Women education faced the following challenges even as they continuing the Education: Cost of schooling Marital instability, Children/husband, Gender discrimination, Conflict and crisis, Class struggle, Cultural and religious Imitations, Povertty, Illiteracy. The paper suggested among other that other obstacles, like social cost to education, personal interest and commitment to education distance-related barriers to education, re-entry policies for young mothers, and hygiene management in schools.

This study examines the relationship between parental influences and a young person's job decision, particularly in the context of choosing courses before enrolling in higher education institutions like Vocational Training Centres (VTCs). The research aims to understand how trainees' perceptions of parental influential factors predict their career choice intention in Taita Taveta County, Kenya. The study analysed data from 2,386 trainees and 29 principal managers in Taita Taveta County VTCs in 2022 using a descriptive survey design. Data was collected using structured interviews and questionnaires. Male trainees comprising 63.1%) were more than female participants 261 (36.9%) (χ2= 6.76, d.f.=1, p = 0.0093). In 2022, 21-year-old trainees in Taita Taveta County VTCs enrolled in car repair, with 18.9% choosing this course, while 0.1% chose agriculture. Parents were the most influential factor, with 58.50% of trainees agreeing with this statement (35.70%) (χ2= 139.95, d.f.=4, p< 0.0001). When asked if other family members had the most impact on their decision to enrol in a course, the majority of respondents 351 (49.60%) agreed with the statement (χ2= 93.53, d.f.=4, p< 0.0001). In relation to opinion that counsellors had greatest influence in their course choice, majority of the respondents agreed 384(54.30%) while the rest disagreed (χ2= 93.53, d.f.=4, p< 0.0001). Also, when the trainees in the VTCs were asked whether the teachers had influence in their course choice, most of them 405(57.1%) agreed, with a significant difference (χ2= 122.93, d.f.=4, p< 0.0001). Parents’ expectations significantly predicted course choice, F 0.05 (1,706) = 6.381, p< 0.05, which indicates that parents’ expectations play a significant role in shaping the course choice (b= 0.599, p < 0.05). The study found trainees' course selections influenced by parents, relatives, counsellors, and instructors, but their personalities, intellectual capacities, and practical and theoretical skills limited their participation. Parents, family members, counsellors, and trainers should influence trainees' course selections based on personalities, intellectual prowess, KUCCPS needs, and course management capacity, ensuring beneficial outcomes.

This study investigated constraints to environmental hygiene practices among boarding students in Awka-South L.G.A of Anambra State. Three research questions and two hypotheses guided the study which adopted descriptive e survey research design. The population for this study consisted of the 5336 boarding students (2,348 male and 2,988 female) in the 10 secondary schools in Awka-south Local Government Area of Anambra State. A multi-stage sampling procedure was adopted to draw the sample size of 800 boarding students. A questionnaire designed by the researcher entitled: “Constraints to Environment Hygiene Practices among Boarding Students Questionnaire (CEHPABSQ)” was used for data collection. The instrument was properly validated and a reliability index of 0.76 was obtained using Cronbach Alpha. Data generated were analysed with mean and standard deviation to answer the research questions while z-test was used to test the hypotheses at 0.05 level of significance. Results of the study revealed that constraints to environmental hygiene practices to include inadequate provision and maintenance of sanitary facilities by school authorities with aggregate mean scores of 2.90 > 2.5 criterion mean. Based on these findings, it was concluded that school authorities and parents should address environmental constraint without any compromise for promotion of good health of the students. Based on the conclusion the following recommendations were proffered; school authorities should ensure that there is constant water supply in their schools for good environmental hygiene practices.