This paper focuses on the interdisciplinary teaching design of high school mathematics under the STEM education concept, and takes the exponential function as a specific example to demonstrate the research. It presents an interdisciplinary teaching design that integrates science, technology, engineering, and other disciplines with the content of exponential functions in high school mathematics, covering five aspects: selecting learning content, analyzing students’ characteristics, setting learning objectives, implementing the learning process, and conducting learning evaluations. Through this teaching design, it aims to cultivate students’ interdisciplinary thinking and ability to solve practical problems, providing a reference for the development of high school mathematics teaching and the improvement of students’ comprehensive qualities.

This study investigates the impact of practical teaching methods on student performance in Introduction to Computing Sciences at the Federal University of Allied Health Sciences, Enugu. As digital literacy becomes a core requirement in health sciences, understanding how pedagogy influences foundational computing outcomes is essential. A quasi-experimental design was used to compare academic outcomes between two cohorts, one taught using conventional lecture methods and the other through hands-on, practical sessions involving lab exercises, simulations, and real-time projects. Data were collected using pre- and post-tests, performance assessments, and feedback surveys. Statistical analysis using paired and independent t-tests revealed a significant improvement in the experimental group’s performance (p < 0.05). Findings suggest that integrating practical, experiential approaches significantly enhances conceptual understanding, retention, and engagement in Computing Sciences. The study recommends institutional adoption of practical-based pedagogy to improve competence and academic success in computing courses, particularly for non-computer science majors in health-related disciplines.

As the digitization of education intensifies, cybersecurity has become a vital concern, particularly for Open and Distance Learning (ODL) systems that rely heavily on online platforms to deliver instructional content and manage academic resources. This study investigates the effectiveness of cybersecurity measures implemented within the University of Port Harcourt’s ODL system, with a focus on protecting online educational resources. The research further examines specific vulnerabilities and challenges affecting the cybersecurity infrastructure, such as user awareness, policy implementation, and technical capacity. Adopting a quantitative research approach, data were collected via structured questionnaires distributed to ODL users, and analyzed using descriptive statistics, specifically the mean. The findings indicate that while users express moderate confidence in the presence of basic cybersecurity measures, they also highlight critical shortcomings, including insufficient training, unclear security policies, and irregular system audits. These deficiencies pose significant risks to the safety and integrity of online educational resources. Based on these findings, the study concludes that although foundational security measures exist, a lack of strategic coordination and user engagement weakens overall cybersecurity effectiveness. Consequently, recommendations are made for institutional actors to prioritize awareness training, policy dissemination, continuous audits, and resource allocation to strengthen the ODL platform's security posture.