Volume 12 · 2026

This qualitative case study examines how sustainable development policies are implemented in colleges of education in South Western Nigeria, with particular attention to curriculum integration, infrastructure development, and community engagement. Semi-structured interviews were conducted with 12 purposively selected academic staff across six institutions, supplemented by policy document analysis. The findings reveal partial and fragmented policy implementation characterized by three interrelated deficits: inadequate funding (less than 5% of institutional budgets allocated to sustainability in four of the six colleges), limited staff awareness of Sustainable Development Goal 4 (SDG 4), and weak governance structures lacking dedicated oversight mechanisms. Building on the Advocacy Coalition Framework (Sabatier, 1988) and the Triple Bottom Line model (Elkington, 1997), the study proposes a context-specific policy implementation framework that integrates curriculum reform, mandatory staff training, governance restructuring, and formalized stakeholder partnerships. The framework is aligned with SDG 4 and Nigeria's National Policy on Education (FRN, 2013) and is intended to equip colleges of education to produce teachers capable of addressing Nigeria's complex socio-economic and environmental sustainability challenges.

Ineffective school leadership often results in unclear tasks and excessive administrative burdens for vocational school teachers. Consequently, teachers’ psychological resources are depleted, threatening their commitment to the organisation. This study aimed to examine how leadership skills affect teacher retention through repeated mediation pathways stemming from administrative burdens and boredom. In this quantitative study, 171 purposively selected vocational school teachers were used as respondents. After data were collected through a structured questionnaire, partial least squares structural equation analysis was used to assess structural validity, path coefficients, and to test specific mediation effects. The results show that burnout is the most dominant factor influencing retention, and administrative and leadership burdens have a significant impact through mediation mechanisms. Leadership determines retention through psychological mechanisms, ranging from role ambiguity to resource depletion. By identifying a neglected integrated causal pathway in school human resource management, this study contributes to the vocational education literature.

Large language models are now used throughout literature review workflows, including summarization, extraction support, comparison across studies, and manuscript preparation. Existing disclosure norms have responded mainly by asking authors to identify whether generative AI was used, which tool was used, and for what general purpose. These requirements are necessary, but they are insufficient when prompts and iterative model interactions contribute to the interpretive work of literature synthesis. This article develops a threshold-based framework for prompt disclosure in qualitative and mixed-methods research. Drawing on construct validity, qualitative audit-trail traditions, qualitative evidence synthesis, review-reporting standards, and recent AI disclosure guidance, it argues that prompts should be treated as methodological traces when they shape cross-paper relationships, explanatory claims, causal hierarchies, typologies, metaphors, or adopted interpretive frames. In such cases, disclosure should extend beyond the prompt text itself to include the interaction path, supplied context, model and settings where available, decision points, human evaluation criteria, and the rationale by which model-generated interpretations were accepted, rejected, or revised. Lighter disclosure remains appropriate for grammar editing, formatting, translation used only for comprehension, unused brainstorming, and descriptive summary that does not enter synthesis. The proposed checklist links disclosure burden to interpretive consequence rather than to AI use as such. It treats prompt disclosure as an auditability practice that strengthens construct-validity warrants in AI-mediated knowledge production, without promising exact reproducibility.

This study probes the intricate interplay of gender and parental support in shaping students' attitudes and achievement in reading comprehension, an essential pillar of English language mastery. Employing a robust ex-post facto survey design, it harnessed a multistage sampling technique to draw a representative cohort of 499 students from Abeokuta North and South Local Government Areas. Data collection leaned on three rigorously validated instruments: The Parental Support Questionnaire (), Student Attitude Questionnaire (), and English Language Reading Comprehension Achievement Test (). Guiding the inquiry were three pivotal research questions, with responses derived from Pearson Product-Moment Correlation and Multiple Regression analyses at a 0.05 significance level. Key revelations illuminate transformative pathways: Age, as a proxy for personal factors, emerged with a significant positive correlation to students' achievement () and attitudes (). Collectively, these predictors explained 8% of the variance in achievement. The study posits that gender and student attitudes are indispensable levers in optimizing the English language comprehension teaching-learning ecosystem, urging educators to prioritize them for equitable outcomes.

Inclusive education serves as a fundamental component in guaranteeing equal access to high-quality education for every student, particularly those with varying needs. The role of school principals is crucial in fostering and maintaining inclusive practices; nevertheless, they frequently encounter ongoing obstacles that impede successful execution. This research investigates the difficulties faced by secondary school principals in advancing inclusive education practices. Employing a qualitative research methodology, data were gathered through interviews and document analysis from principals at secondary schools. The results indicate that school principals struggle with a lack of inadequate professional development to inclusive education practices, resistance of the principal, and insufficient resources. Moreover, systemic challenges such as ambiguous policy guidelines and minimal support from educational authorities further hinder progress. The research underscores the critical necessity for focused professional development, enhanced resource distribution, and more robust policy enforcement to bolster inclusive education. The findings offer actionable recommendations for policymakers, school administrators, and educators, aimed at promoting the effective execution of inclusive practices within secondary schools.

This study investigated attitudes toward political clientelism and involvement in clientelist practices among Social Studies undergraduates in Delta State, Nigeria, and examined the relationship between these variables in order to provide insights into the civic outcomes of Social Studies Education. The study was motivated by the persistence of vote-buying, political patronage, and other forms of transactional politics in Nigeria despite sustained exposure of students to civic and citizenship education. A descriptive correlational survey design was adopted. The study involved all 210 Social Studies undergraduates from Delta State University, Abraka, and the University of Delta, Agbor, using a census approach. Data were collected with the Attitudes toward Political Clientelism and Clientelist Practices Questionnaire (APCPQ), comprising the Attitudes toward Political Clientelism Scale (α = .82) and the Clientelist Practices Scale (α = .73). Mean and standard deviation were used to answer the research questions raised to guide this study, while Pearson product-moment correlation coefficient was used to test the only hypothesis for this study at the 0.05 level of significance. The results indicated the general negative attitude towards political clientelism, with strong disapproval of vote-buying, political patronage and electoral inducements. However, they also reported a moderate level of involvement in clientelist practices, suggesting that although they recognized the harmful consequences of transactional politics, they remained susceptible to participating in such practices under certain conditions. The study further revealed a moderate negative and statistically significant relationship between attitudes toward political clientelism and involvement in clientelist practices (r = −.51, p < .001), indicating that respondents who expressed stronger rejection of political clientelism were less likely to engage in clientelist practices. The findings suggest that civic knowledge and favourable democratic attitudes do not necessarily translate into corresponding political behaviour. The study therefore recommends that Social Studies Education should move beyond the transmission of civic knowledge by incorporating experiential civic learning, ethical decision-making, and authentic democratic participation capable of strengthening students’ resistance to clientelist politics.