Annals of the University of Craiovafor Journalism, Communication and Management

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Volume 12 · 2026

13 open-access articles with abstracts and APA citations. Titles link directly to full-text PDFs.

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  1. Volume 12 · 2026 · pp. 5-13

    POLICY IMPLEMENTATION FOR SUSTAINABLE DEVELOPMENT IN COLLEGES OF EDUCATION: A CASE STUDY OF SOUTH WESTERN NIGERIA

    • Muideen Oladeji SALAMI (Ph.D)
    • Habeeb Omoponle ADEWUYI (Ph.D)
    • Lawrence Adedayo ONI
    Keywords
    Policy Implementation; Sustainable Development; Colleges of Education; South Western Nigeria; Teacher Education; SDG 4

    Cite as

    SALAMI, M. O., ADEWUYI, H. O., & ONI, L. A. (2026). POLICY IMPLEMENTATION FOR SUSTAINABLE DEVELOPMENT IN COLLEGES OF EDUCATION: A CASE STUDY OF SOUTH WESTERN NIGERIA. Annals of the University of Craiova for Journalism, Communication and Management, 12, 5-13. https://doi.org/10.5281/zenodo.21032795

    Abstract

    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.

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  2. Volume 12 · 2026 · pp. 14-22

    SERIAL MODEL OF MEDIATION OF ADMINISTRATIVE BURDEN AND BURNOUT IN LEADERSHIP RELATIONS AND RETENTION OF VOCATIONAL TEACHERS

    • Fuad Abdillah
    • Didik Rohmantoro
    • Dwi Jatmoko
    • Ari Aryadi
    • Hamid Nasrulloh
    Keywords
    Teacher retention; Teacher burnout; administrative burden; School leadership; Vocational education

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    Abdillah, F., Rohmantoro, D., Jatmoko, D., Aryadi, A., & Nasrulloh, H. (2026). SERIAL MODEL OF MEDIATION OF ADMINISTRATIVE BURDEN AND BURNOUT IN LEADERSHIP RELATIONS AND RETENTION OF VOCATIONAL TEACHERS. Annals of the University of Craiova for Journalism, Communication and Management, 12, 14-22. https://doi.org/10.5281/zenodo.21032798

    Abstract

    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.

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  3. Volume 12 · 2026 · pp. 23-32

    PROMPTING AS METHOD: DISCLOSURE THRESHOLDS FOR AI-ASSISTED LITERATURE SYNTHESIS

    • Dan Valeriu Voinea
    Keywords
    AI-assisted literature synthesis; prompt disclosure; construct validity; audit trail; qualitative methods; large language models

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    Voinea, D. V. (2026). PROMPTING AS METHOD: DISCLOSURE THRESHOLDS FOR AI-ASSISTED LITERATURE SYNTHESIS. Annals of the University of Craiova for Journalism, Communication and Management, 12, 23-32. https://doi.org/10.5281/zenodo.21032799

    Abstract

    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.

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  4. Volume 12 · 2026 · pp. 33-40

    GENDER AND PARENTAL SUPPORT ON ATTITUDE TOWARDS STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION IN ENGLISH LANGUAGE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN OGUN STATE.

    • Titilayo Iyabode Okanlawon
    • Nontobeko Prudence Khumalo
    • Sunday Paul Adegoke
    • Olaniran Nathaniel
    Keywords
    Gender; parental support; attitude; English comprehension; achievement.

    Cite as

    Okanlawon, T. I., Khumalo, N. P., Adegoke, S. P., & Nathaniel, O. (2026). GENDER AND PARENTAL SUPPORT ON ATTITUDE TOWARDS STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION IN ENGLISH LANGUAGE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN OGUN STATE. Annals of the University of Craiova for Journalism, Communication and Management, 12, 33-40. https://doi.org/10.5281/zenodo.21032800

    Abstract

    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.

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  5. Volume 12 · 2026 · pp. 41-48

    AN EVALUATION OF SCHOOL PRINCIPALS’ CHALLENGES IN ENSURING INCLUSIVE EDUCATION PRACTICES: A CASE OF SECONDARY SCHOOLS IN THE CAPRICORN SOUTH DISTRICT, LIMPOPO PROVINCE

    • Marubini Christinah Sadiki
    Keywords
    Evaluation; School; Principals; challenges; inclusive education

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    Sadiki, M. C. (2026). AN EVALUATION OF SCHOOL PRINCIPALS’ CHALLENGES IN ENSURING INCLUSIVE EDUCATION PRACTICES: A CASE OF SECONDARY SCHOOLS IN THE CAPRICORN SOUTH DISTRICT, LIMPOPO PROVINCE. Annals of the University of Craiova for Journalism, Communication and Management, 12, 41-48. https://doi.org/10.5281/zenodo.21032801

    Abstract

    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.

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  6. Volume 12 · 2026 · pp. 58-68

    Attitudes toward Political Clientelism and Involvement in Clientelist Practices among Social Studies Undergraduates in Delta State, Nigeria

    • Bernice Nefeye AGHAHOWA
    • Sunday Oghenebrorhie UMUDJERE
    Keywords
    Political clientelism; vote-buying; clientelist practices; Social Studies Education; democratic citizenship; undergraduates

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    AGHAHOWA, B. N., & UMUDJERE, S. O. (2026). Attitudes toward Political Clientelism and Involvement in Clientelist Practices among Social Studies Undergraduates in Delta State, Nigeria. Annals of the University of Craiova for Journalism, Communication and Management, 12, 58-68. https://doi.org/10.5281/zenodo.21992283

    Abstract

    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.

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  7. Volume 12 · 2026 · pp. 69-74

    AI-Mediated Self: Social Comparison, Self-Disclosure, and Algorithmic Validation in Digital Communication

    • Andra Seceleanu
    • Alexandrina Cucu
    • Anca Belu
    Keywords
    social media; self-esteem; self-evaluation; self-disclosure; social comparison; artificial intelligence; AI-mediated communication; authenticity; algorithmic validation

    Cite as

    Seceleanu, A., Cucu, A., & Belu, A. (2026). AI-Mediated Self: Social Comparison, Self-Disclosure, and Algorithmic Validation in Digital Communication. Annals of the University of Craiova for Journalism, Communication and Management, 12, 69-74. https://doi.org/10.5281/zenodo.22138865

    Abstract

    This article examines how social networking sites (SNS) shape self-esteem, self-evaluation, self-disclosure, and social comparison, while extending the analysis to artificial-intelligence (AI)-mediated communication. As an integrative conceptual review, it draws on research in computer-mediated communication, social comparison, self-presentation, and emerging research on AI-mediated communication. The article proposes the AI-mediated self as a working conceptual lens for examining how intelligent systems increasingly participate in self-presentation, comparison, disclosure, and social validation. The argument is not that AI necessarily reduces well-being. Rather, risks may emerge when technological mediation changes the conditions under which individuals evaluate themselves, interpret feedback, experience authorship, or depend on algorithmically structured recognition. A recursive framework links selective self-presentation, social comparison, self-evaluation, disclosure, and validation, while distinguishing forms of augmentation that support human agency from forms of substitution that may weaken it. Future research directions are proposed for psychological resilience, platform design, digital literacy, and human-centered AI governance.

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  8. Volume 12 · 2026 · pp. 75-82

    Leading through scarcity: Strategic School Management Team interventions in managing the life skills curriculum within resource-constrained township environments in South Africa

    • Patience Ntombesine Mandlelize
    • Mmalefikane Sylvia Sepeng
    Keywords
    challenges; strategies; school management team (SMT); resource constraints; intervention

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    Mandlelize, P. N., & Sepeng, M. S. (2026). Leading through scarcity: Strategic School Management Team interventions in managing the life skills curriculum within resource-constrained township environments in South Africa. Annals of the University of Craiova for Journalism, Communication and Management, 12, 75-82. https://doi.org/10.5281/zenodo.24091160

    Abstract

    Life skills is a subject under the Curriculum and Assessment Policy Statement (CAPS) known for its benefits as it fosters learners’ holistic development. This article focuses on the strategic interventions by the School Management Team (SMT) to ensure effective implementation of the life skills curriculum within resource-constrained primary schools in South Africa. Within the context of SMTs, Heads of Department (HODs) are responsible for curriculum management and work closely with Life Skills teachers. The main aim of this article is to explore in great depth the strategies employed by HODs, as part of the SMT, to manage the Life Skills curriculum within resource-constrained township environments. The research was conducted in 5 primary schools under the Ekurhuleni North District. This study employed a qualitative case study design to gather rich information from 10 HODs and 2 school principals. Purposive sampling was used to intentionally select participants who were aligned with the study’s objectives. Data was collected through semi-structured interviews and analysed using thematic analysis. The findings revealed that resource constraints affect not only SMTs but also Life Skills teachers and learners. The findings revealed that, despite significant resource, funding, and infrastructure limitations, SMTs adopt various strategic interventions to sustain teaching and learning. A major recommendation from the study was for the Department of Education to stop the marginalization of life skills so that it is given the same priority as subjects like Mathematics. This study also recommended that school managers should ensure that in the school budgets, life skills are accommodated.

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  9. Volume 12 · 2026 · pp. 83-92

    Instructional Leadership Practices of School Management Teams in Implementing the Curriculum and Assessment Policy Statement (CAPS) through Hallinger and Murphy’s Instructional Leadership Model in Gauteng Secondary Schools

    • Habiba Sayed
    • Mmalefikane Sylvia Sepeng
    Keywords
    Instructional leadership; School management teams; Curriculum and Assessment policy statement; Curriculum implementation; Distributed Leadership; Teaching and Learning

    Cite as

    Sayed, H., & Sepeng, M. S. (2026). Instructional Leadership Practices of School Management Teams in Implementing the Curriculum and Assessment Policy Statement (CAPS) through Hallinger and Murphy’s Instructional Leadership Model in Gauteng Secondary Schools. Annals of the University of Craiova for Journalism, Communication and Management, 12, 83-92. https://doi.org/10.5281/zenodo.24091162

    Abstract

    This article examines the role of School Management Teams (SMTs) in Gauteng secondary schools in implementing their mandate regarding Curriculum and Assessment Policy Statements. Although crucial to the teaching process, very few studies have examined the extent to which schools implement instructional leadership through the use of SMTs in South Africa. Using a qualitative approach, the study was conducted to provide data on understanding the functions of SMTs through surveys conducted among Heads of Department, teachers, and principals, as well as through interviews, observations, and document analysis. The results point to the fact that, despite the importance placed on implementing instructional leadership, SMTs in schools have been executing crucial tasks related to teaching, moderating assessments, participating in teamwork, and implementing other teaching aspects. However, administrative fragmentation, lack of resources, inconsistencies in district support, lack of development opportunities, differentiation according to resource schools and lack of development opportunities for principals have contributed to these limitations.

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  10. Volume 12 · 2026 · pp. 93-101

    Change Leadership of Departmental Heads in Post-COVID-19 Primary Schools in KZN, South Africa

    • Zamatolo Nontuthuzelo Xulu
    • Mmalefikane Sylvia Sepeng
    Keywords
    Change leadership; Departmental heads; Instructional leadership; Post-COVID-19 schooling; Primary schools; KwaZulu-Natal

    Cite as

    Xulu, Z. N., & Sepeng, M. S. (2026). Change Leadership of Departmental Heads in Post-COVID-19 Primary Schools in KZN, South Africa. Annals of the University of Craiova for Journalism, Communication and Management, 12, 93-101. https://doi.org/10.5281/zenodo.24091164

    Abstract

    The COVID-19 pandemic caused widespread disruption to teaching and learning, compelling schools to implement rapid and sustained changes to instructional practices. In South Africa, primary schools in KwaZulu-Natal (KZN) were particularly affected by interrupted curriculum coverage, learning loss, and increased demands on teacher capacity. This paper examines the role of Departmental Heads (DHs) in leading teaching and learning recovery in the post-COVID-19 context, using Change Leadership Theory as the conceptual framework. Drawing on data from a qualitative doctoral study, the article positions DHs as key change agents who interpret policy directives, provide instructional support, and cultivate collaborative professional practices within schools. The findings reveal that DHs who enact adaptive, relational, and instructional change leadership practices are better equipped to support teachers and sustain improvements in classroom practice. Through responsive leadership and shared accountability, DHs contribute to stabilising instructional processes and strengthening teaching and learning in post-crisis schooling environments. The article concludes by outlining implications for leadership development and emphasising the need for targeted professional and policy support to enhance the change leadership capacity of middle-level leaders in primary schools.

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  11. Volume 12 · 2026 · pp. 102-115

    Faith, Algorithms, and Morality: A Comparative Study of AI Ethics in Christianity and Islam

    • Hendri Hermawan Adinugraha
    • Achmad Tubagus Surur
    • Bukola Abosede FOLARANMI
    • Moses Adeolu AGOI
    • Rasheed Olatunde AJETUNMOBI
    Keywords
    Artificial Intelligence Ethics; Christianity; Islam; Moral Responsibility; AI Governance

    Cite as

    Adinugraha, H. H., Surur, A. T., FOLARANMI, B. A., AGOI, M. A., & AJETUNMOBI, R. O. (2026). Faith, Algorithms, and Morality: A Comparative Study of AI Ethics in Christianity and Islam. Annals of the University of Craiova for Journalism, Communication and Management, 12, 102-115. https://doi.org/10.5281/zenodo.24091166

    Abstract

    Artificial intelligence increasingly shapes decisions in healthcare, education, finance, governance, and security, raising ethical concerns about human dignity, justice, accountability, and moral agency. Christianity and Islam provide theological resources that extend AI ethics beyond procedural compliance toward transcendent moral responsibility. This research compares Christian and Islamic ethical perspectives on artificial intelligence and identifies their shared principles, distinctive moral frameworks, and potential contributions to inclusive AI governance. The research uses a qualitative doctrinal-comparative approach, analyzing theological texts, jurisprudential sources, institutional documents, international AI ethics frameworks, and recent scholarly literature. Thematic coding identifies recurring concepts concerning dignity, justice, stewardship, accountability, and governance. The findings reveal substantial convergence around human dignity, justice, stewardship, protection of vulnerable groups, and transcendent accountability. Christianity primarily grounds AI ethics in Imago Dei, neighbor-love, natural law, and relational responsibility, while Islam emphasizes Khilāfah, ʿadl, maslahah, amānah, and Maqāṣid al-Sharīʿah. Their main divergence lies in ethical methodology: Christianity relies more on theological anthropology and virtue-oriented reasoning, whereas Islam applies more systematic jurisprudential mechanisms. Integrating Christian and Islamic ethical insights can strengthen pluralistic AI governance by combining technological accountability with moral responsibility, human dignity, justice, and the common good.

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  12. Volume 12 · 2026 · pp. 116-124

    Effect of Research and Development on Value Creation: Evidence from Listed Consumer Goods Firms in Nigeria

    • Ogochukwu Nkiru Onyeogubalu
    Keywords
    Research and Development; Value Creation; Consumer Goods Firms; Value Added

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    Onyeogubalu, O. N. (2026). Effect of Research and Development on Value Creation: Evidence from Listed Consumer Goods Firms in Nigeria. Annals of the University of Craiova for Journalism, Communication and Management, 12, 116-124. https://doi.org/10.5281/zenodo.24091168

    Abstract

    The study examined the effect of research and development (R&D) on value creation among listed consumer goods firms in Nigeria. Population consisted of 20 listed consumer goods firms on the Nigerian Exchange Group, from which 15 firms were purposively selected as the sample. Data that spanned from 2012–2024 were collected entirely from audited annual reports and financial statements of the sampled firms. Panel Estimated Generalised Least Square (EGLS) was used in analyzing data. The finding revealed that R&D expenditure has a significant positive effect on value added of listed consumer goods firms in Nigeria (β = 2.7859; p = 0.0060). The study concluded that R&D spending plays a vital role in enhancing the productive capacity of firms by enabling them to transform inputs into outputs that generate additional wealth. The study recommended management of listed consumer goods firms should allocate a dedicated portion of their annual budgets to research and development projects.

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  13. Volume 12 · 2026 · pp. 125-128

    The Sociology of Cybercrime: Adapting Classical Criminological Theories to Digital Deviance in a Globalized World

    • Ololade Emmanuel OKE
    • Clement Friday OWUZE
    Keywords
    Cybercrime; Sociology of Deviance; Strain Theory; Routine Activity Theory; Global South; Yahoo Boys

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    OKE, O. E., & OWUZE, C. F. (2026). The Sociology of Cybercrime: Adapting Classical Criminological Theories to Digital Deviance in a Globalized World. Annals of the University of Craiova for Journalism, Communication and Management, 12, 125-128. https://doi.org/10.5281/zenodo.24091170

    Abstract

    Crime has moved from physical locations to virtual platforms due to society's fast digitization, which calls for a sociological rethink of deviance. This study highlights the impact of globalization, socioeconomic disparity, and digital social control while examining cybercrime via traditional sociological lenses such as strain theory, social learning theory, routine activity theory, and social disorganization theory. It makes the case that cybercrime is not just technology but has deep roots in societal systems, using worldwide data that indicates cybercrime costs are expected to surpass $11 trillion annually by 2026 and the importance of actors from nations like China, Nigeria, and Russia in the World Cybercrime Index. Digital fraud is fueled by unemployment, cultural norms, and international networks, as demonstrated by case studies from Nigeria's "Yahoo Boys" subculture. In order to combat inequality-driven deviance, the paper recommends hybrid governance approaches that combine digital platforms with community resilience. Global fairness in cybersecurity and restorative justice in the digital age are key policy implications. For safer digital futures, this sociological method connects theory and practice.

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