Idowu Sulaimon Adeniyi’s scientific contributions

This study examined the key determinants that precipitated workforce mobility in Amuwo-Odofin. Certain factors influence teachers' work behavior and career goals, shaping their decisions to remain in or leave an organization. It sought to uncover the main reasons behind teachers' decisions to leave their jobs by analyzing demographic and socio-economic factors such as age, gender, marital status, education level, years of experience, and other individual circumstances. The study is anchored on Adam Smith’s Equity Theory to provide explanations on the study. Amuwo-Odofin was the study location while 200 copies of questionnaire were administered on teachers in private secondary schools. The research utilized a quantitative approach and collects data through a structured questionnaire to comprehensively analyze how these factors relate to workforce mobility intentions. The findings reveal that multiple factors contribute to workforce mobility. Age has a moderate influence, with 40.5% of respondents considering it as such. Interestingly, gender was not seen as a primary factor, with 56% of participants assigning it no value in influencing workforce mobility. Marital status, education level, and years of experience were found to be significant determinants, each with varying impact on workforce mobility rates. Additionally, opportunities for further studies and the current job location were identified as critical considerations, with 43% and 48.5% of respondents respectively rating them as having moderate to great value. The study also addresses external determinants, such as time allocated for religious activities and social functions, which received mixed responses but were recognized as potential influences workforce mobility. The research showed the multifaceted nature of workforce mobility among private secondary school teachers, providing valuable insights into the determinants that shape their career decisions and laying the groundwork for targeted retention strategies. The study posits that there is a significant impact of determinants influencing workforce mobility among private secondary school teachers in Amuwo-Odofin. Considering the substantial determinants influencing workforce mobility among private secondary school teachers, it is therefore recommended that private secondary school management in Amuwo-Odofin adopts a more individualized approach to talent management.

This study examines the significance and therapeutic value of Oriki, the Yoruba tradition of cognomen, in influencing parental perceptions and practices within Ibadan, Nigeria. The therapeutic efficacy of Oriki is being progressively undermined by the influences of modernization, globalization, and the processes associated with civilization. Anchored in Symbolic Interactionism, the research explores the role of Oriki in identity formation, psychological resilience, and intergenerational transmission among Yoruba families. A qualitative methodology was employed, with data collected through semi-structured in-depth interviews (IDIs), key informant interviews (KIIs), and case studies involving Yoruba parents, clan chiefs, patriarchs, griot, poet, cultural experts, and practitioners. The findings reveal that Oriki acts as a dynamic cultural instrument that reinforces self-identity, social status, and moral values. Participants articulated how Oriki bolsters feelings of pride and belonging, enhancing psychological resilience and serving as a motivational resource during personal adversities. This study elucidates Oriki's impact on parenting paradigms, demonstrating how its recitation strengthens familial bonds, directs behavioral expectations, and nurtures emotional well-being. Besides, the research highlights the gendered dimensions of Oriki, indicating its reinforcement of traditional roles while simultaneously evolving within contemporary Yoruba society. The study also outlines Oriki’s therapeutic functions, illustrating its application in conflict resolution, emotional healing, and psychological reinforcement, particularly in challenging circumstances. Moreover, the research addresses the modern adaptations of Oriki, noting its resurgence through digital platforms and ongoing relevance among urban Yoruba youth. Despite the pressures of globalization and shifting societal norms, Oriki persists as a vital emblem of Yoruba cultural heritage, bridging historical and contemporary contexts. The paper concludes that integrating Oriki into modern parenting and therapeutic frameworks may yield culturally relevant strategies for enhancing self-esteem and emotional stability among Yoruba individuals. Thus, it is paramount to acknowledge that Oriki remains a profound cultural resource, shaping identity, resilience, and intergenerational continuity while dynamically adapting to contemporary contexts. It is vital to preserve Oriki's therapeutic value and promote its continued use across traditional and modern settings to ensure effective intergenerational transmission.

This paper seeks to bridge the gap between digital haves and have-nots, fostering equitable access to educational opportunities in the digital age. To expand on the proposed framework for addressing the digital divide through technical literacy inclusion in educational settings, it's essential to delve deeper into the key components and strategies inherent in such an initiative. The framework aims to tackle the multifaceted challenges posed by the digital divide by promoting not only access to digital resources but also the development of essential digital literacy skills among all learners. It recognizes that equitable access to technology alone is insufficient without the ability to effectively navigate and utilize digital tools and resources. One crucial aspect of the framework involves ensuring universal access to digital infrastructure and resources. This includes initiatives to provide students from underserved communities with access to digital devices such as laptops, tablets, or smartphones, as well as reliable internet connectivity both at school and at home. Additionally, efforts may be made to establish community centers or digital hubs where individuals can access technology and receive support for their digital literacy needs. Moreover, the framework emphasizes the importance of integrating digital literacy education into the curriculum at all levels of education. This entails designing and implementing instructional programs that equip students with the skills and knowledge necessary to navigate digital platforms, critically evaluate online information, and leverage technology for learning and productivity. Teachers play a crucial role in delivering effective digital literacy instruction, and professional development opportunities should be provided to support educators in this endeavor. Furthermore, the framework recognizes the need for targeted interventions to address specific barriers to digital inclusion faced by marginalized populations.

This study investigated the influence of workplace technology on job skills among employees of the food and beverage industry in Lagos, Nigeria, using the Labour Process Theory. Data were collected through questionnaire administered to 447 respondents who are working at two food and beverage companies in Lagos and in-depth interviews with 38 Units' Heads. Burawoy's classification of technological levels into low, medium, and high was adopted. Quantitative data were analyzed using descriptive statistics and One-way ANOVA, while qualitative data were analyzed with content analysis. The results indicated that workplace technology had different influence on job skills across the three technological level units and was statistically significant in Firm A. Technological transition led to decreased job skills, particularly when moving from low-speed line to high-speed line and Information and Technology-support equipment. The evolution of food and beverage analyzers from manual to semi-automation and full-automation also decreased job skills. Workplace technology had negative influence on job skills in both Firm A and Firm B. Therefore, capacity-building programs should be implemented by enterprise owners to help workers adapt to the emerging challenges posed by workplace technology shaping the activities of firms. Organisations’ management should ensure adequate human capital development for employees to adapt to the emerging technological trend and make proper use of the equipment adopted by organizations. Overall, developing one's skills is a solution to prevent technology from causing a decline in skills because people possessing creativity, inventiveness, imagination, innovation, and ambidexterity are not affected by technological advancements in the post-Fordist era.

In contemporary educational settings, the integration of technology has become a pivotal aspect in shaping learning experiences and fostering equitable access to education. This review delves into the strategies employed to leverage technology effectively, aiming to enhance learning outcomes and promote equity within educational systems. The rapid evolution of technology has transformed traditional pedagogical approaches, offering diverse tools and platforms to engage learners across varied demographics. By strategically integrating technology into educational frameworks, educators can tailor instruction to accommodate diverse learning styles and facilitate personalized learning experiences. Furthermore, technology integration enables the creation of interactive and immersive learning environments, fostering student engagement and motivation. However, achieving equitable access to technology remains a critical challenge, particularly in underserved communities and developing regions. Addressing this challenge necessitates proactive measures such as investing in infrastructure, providing training for educators, and implementing policies that prioritize digital inclusion. Moreover, effective technology integration goes beyond merely incorporating devices and software into classrooms. It involves aligning technological tools with pedagogical goals, fostering digital literacy skills among students, and promoting critical thinking and creativity through technology-mediated activities. This review highlights the importance of leveraging technology not only to enhance learning outcomes but also to bridge the digital divide and promote equity in education. By adopting inclusive strategies and fostering collaboration among stakeholders, educational institutions can harness the full potential of technology to create more equitable and enriching learning environments for all students.

Access to quality science education is essential for equitable development and advancement in society. However, disparities in access to science education persist, particularly among marginalized and underserved populations. Artificial intelligence (AI) offers innovative solutions to address these disparities by enhancing pedagogical strategies that promote equitable access to science education. This review examines AI-driven pedagogical strategies aimed at improving equitable access to science education. The review explores how AI technologies, such as machine learning, natural language processing, and computer vision, can be leveraged to personalize learning experiences, provide real-time feedback, and enhance engagement among students from diverse backgrounds.AI-driven personalized learning platforms can adapt to individual learning styles and pace, ensuring that each student receives tailored instruction. These platforms can also provide additional support to students facing learning challenges, thus promoting inclusivity and equity in science education. Furthermore, AI-driven assessment tools can provide educators with insights into student performance and comprehension, enabling them to identify areas for improvement and provide targeted interventions. Additionally, AI can facilitate collaborative learning environments, allowing students to work together irrespective of their physical location, thus breaking down geographical barriers to access. However, the implementation of AI-driven pedagogical strategies raises ethical considerations, such as data privacy and algorithmic bias, which must be carefully addressed to ensure equitable access to science education for all students. In conclusion, AI-driven pedagogical strategies have the potential to revolutionize science education by enhancing personalized learning, providing real-time feedback, and fostering inclusive learning environments. However, careful consideration must be given to the ethical implications of AI implementation to ensure that these technologies are used responsibly and equitably.

In recent years, the proliferation of online learning platforms has transformed the landscape of education, offering unprecedented opportunities for access and flexibility. However, as online learning continues to evolve, ensuring inclusivity and fostering collaboration within virtual communities remains a critical challenge. This review explores strategies aimed at promoting inclusivity and collaboration in online education settings. Firstly, it delves into the significance of creating a supportive online learning environment conducive to diversity. This involves implementing inclusive practices such as accessible course materials, accommodating diverse learning styles, and fostering a culture of respect and empathy among participants. Additionally, leveraging technology to facilitate real-time communication and interaction among learners from diverse backgrounds enhances inclusivity by breaking down geographical and cultural barriers. Secondly, the review examines the pivotal role of community engagement in fostering collaboration and mutual support among online learners. Establishing virtual communities where participants can engage in meaningful discussions, share resources, and collaborate on projects cultivates a sense of belonging and collective ownership of the learning process. Moreover, integrating collaborative learning activities such as group projects and peer reviews promotes active engagement and facilitates the exchange of diverse perspectives. Furthermore, the review highlights the importance of instructor involvement in fostering inclusive and collaborative online learning environments. Educators play a crucial role in designing inclusive curriculum, facilitating meaningful discussions, and providing constructive feedback that acknowledges diverse perspectives. Moreover, equipping instructors with training and resources to effectively manage online communities fosters a supportive learning environment conducive to collaboration and inclusivity. Promoting inclusivity and collaboration in online learning requires a multifaceted approach encompassing inclusive design, community engagement, and instructor support. By implementing these strategies, educators can create enriching online learning experiences that empower learners from diverse backgrounds to thrive and succeed.

This conceptual analysis explores the transformative potential of AI-enhanced tools in addressing socioeconomic barriers within the educational landscape. By leveraging artificial intelligence (AI) technologies, the paper aims to examine how such tools can mitigate disparities arising from economic, social, and cultural factors. Through a critical analysis, it seeks to elucidate the role of AI in promoting equitable access, enhancing learning outcomes, and fostering inclusivity in education. The executive summary encapsulates the essence of the conceptual analysis. It provides a concise overview of the paper's objectives, methodology, expected outcomes, and implications. In recent years, the intersection of artificial intelligence (AI) and education has garnered significant attention as a potential solution to address persistent socioeconomic barriers within the educational landscape. The executive summary outlines the imperative to explore how AI-enhanced tools can serve as transformative agents in mitigating disparities arising from economic, social, and cultural factors. By leveraging AI technologies, educators and policymakers have the opportunity to revolutionize traditional educational practices and foster more inclusive learning environments. The summary highlights the urgent need to examine the role of AI in promoting equitable access, enhancing learning outcomes, and fostering inclusivity across diverse socioeconomic backgrounds. Through a critical analysis of existing literature, case studies, and empirical research, the conceptual analysis seeks to elucidate the potential of AI to bridge the digital divide and advance educational equity. It emphasizes the importance of identifying actionable strategies and best practices for leveraging AI technology to address systemic inequalities in education.

Integrating Artificial Intelligence (AI) in education presents a promising frontier with manifold opportunities, yet it also poses significant challenges and necessitates ethical considerations. This review explores the multifaceted landscape of AI integration in education, highlighting its potential to revolutionize traditional pedagogical approaches, personalize learning experiences, and streamline administrative tasks. However, it also addresses the challenges pertaining to implementation, including issues related to accessibility, data privacy, and the digital divide. The opportunities afforded by AI in education are vast and transformative. AI-driven technologies have the capacity to adapt instruction to individual learning styles, thereby enhancing student engagement and academic outcomes. Additionally, AI-powered tools can automate administrative tasks, allowing educators to allocate more time to meaningful interactions with students. Moreover, AI holds promise in facilitating the creation of immersive learning environments through virtual reality and augmented reality applications, enriching the educational experience. Nevertheless, the integration of AI in education presents ethical considerations that warrant careful examination. Concerns regarding data privacy and security arise as educational institutions collect and analyze vast amounts of student data. Moreover, there are apprehensions about the potential for AI algorithms to perpetuate biases or reinforce inequalities if not implemented with conscientious oversight. Furthermore, questions surrounding the ethical use of AI in assessing student performance and making consequential decisions underscore the importance of establishing transparent and accountable practices. While the integration of AI in education offers unprecedented opportunities for innovation and improvement, it is imperative to navigate the associated challenges with diligence and ethical foresight. By addressing these challenges thoughtfully, stakeholders can harness the full potential of AI to cultivate equitable, inclusive, and effective educational environments.

Artificial intelligence (AI) is revolutionizing the field of education, offering new opportunities to enhance learning experiences and promote inclusive educational practices. This review explores the impact of AI on teaching methodologies and its role in creating inclusive learning environments. By examining current research and practices, this review highlights the potential of AI to address diverse learning needs and promote equity in education.The review begins by discussing the role of AI in personalized learning, where AI algorithms analyze student data to provide tailored instruction and feedback. This approach allows educators to cater to individual learning styles and preferences, ensuring that all students have access to high-quality education. Additionally, AI-driven adaptive learning systems can identify and address learning gaps, providing targeted interventions to support students who may be struggling. Furthermore, the review explores the use of AI in facilitating collaborative learning environments, where students work together on projects and tasks. AI technologies can enhance collaboration by providing tools for communication, coordination, and knowledge sharing. This approach promotes inclusivity by allowing students to contribute their unique perspectives and skills to group projects. The review also discusses the potential of AI in promoting accessibility and inclusivity for students with disabilities. AI-powered assistive technologies can provide additional support and accommodations, allowing students with disabilities to fully participate in educational activities. Additionally, AI-driven captioning and translation tools can improve accessibility for students who are deaf or hard of hearing, as well as those who speak languages other than the primary language of instruction. Overall, this review highlights the transformative potential of AI in education and its ability to promote inclusive educational practices. By leveraging AI technologies, educators can create more personalized, collaborative, and accessible learning environments, ensuring that all students have the opportunity to succeed.