International Journal of Developmental Issues in Education and Humanities
The International Journal of Developmental Issues in Education and Humanities (IJDIEH) is a peer-reviewed, open access academic journal committed to advancing interdisciplinary research at the intersection of education, human development, and the humanities. The journal provides a scholarly platform for the publication of high-quality original research, critical reviews, and evidence-based studies that address contemporary challenges in education systems, social development, cultural transformation, and policy innovation. It particularly encourages contributions that explore developmental perspectives within educational practices, human behavior, and societal progress. IJDIEH welcomes submissions from global scholars, researchers, educators, and policymakers, with a focus on generating impactful knowledge that contributes to academic discourse and practical solutions in both developed and developing contexts. The journal maintains a rigorous double-blind peer review process to ensure academic integrity, originality, and relevance.
Faculty of Education, University of Buea, Cameroon
Application of E-Learning in Business Education Programme in Universities in South-South States, Nigeria
Section: Articles Keywords: E-Learning, Business Education, Students, Universities, Internet This study examined the application of e-learning in Business Education programme in universities in South-South, Nigeria. It was guided by three research objective. The study adopted the descriptive survey design for its investigation. The population of the study comprised 138 respondents (lecturers) from state owned universities in South-South States. The instrument for data collection was the checklist and questionnaire. Data generated were analyzed using the mean and standard deviation and t-test statistics. Findings revealed that there exists no noteworthy disparity between the mean ratings of male and female respondents on the extent of availability of e-learning facilities in business education programme in universities in South-South, States. The study concluded that e-learning facilities are available and are being utilized in tertiary institutions in the South-South States. The study recommended amongst others that government should furnish institutions with modern e-learning facilities with a view to making the teaching learning process seamless.
Copyright (c) 2026 International Journal of Developmental Issues in Education and Humanities
L'accompagnement personnalisé des enfants déficients intellectuelles et les stratégies de gestion du stress et de l’anxiété: Le cas des enfants porteurs de trisomie 21
Section: Articles Keywords: Personnes trisomique, stress et anxiete, adaptation, strategies intellectuelles personnalisees, developpement cognitif etemotionnel. La est une limitation profonde et significative des fonctions intellectuelles et des comportements inadaptés d’apres l’OMS. Les personnes trisomiques vivent cette réalité sur le plan de retard mental. Il est nécessaire de déterminer une approche centre sue la situation de ces personne toute fois en prenant en compte les forces et les faiblesses ainsi des objectifs pour élaborer un plan d’intervention adapte permettant de répondre aux besoins spécifiques de ces personnes. L'accompagnement personnalisé des enfants porteurs de trisomie 21 est un enjeu fondamental pour leur développement global et leur inclusion sociale. Cette recherche met en lumière le fait que chaque enfant présente une variation significative dans ses capacités intellectuelles et développementales, ce qui suppose une nécessaire adaptation des contenus et des méthodes pédagogiques et L'approche éducative ne doit pas se limiter à une simple transmission de connaissances. Il est crucial d’aborder la dimension émotionnelle du soutien éducatif. Les enfants porteurs de trisomie 21 peuvent rencontrer des difficultés émotionnelles dues aux défis liés à leur condition, tels que des sentiments de frustration ou d’isolement. Gardou (2005) insiste sur le fait que l'accompagnement éducatif doit également cibler la construction de l'estime de soi et la confiance en soi des enfants. Mettre sur pied des expériences partagées qui leur sont non seulement bénéfiques pour leur développement social, mais elles contribuent également à leur développement cognitif, en leur offrant des occasions d'apprentissage dans un cadre ludique et interactif. Les interventions en counseling familial jouent un rôle déterminant dans l'accompagnement des familles d'enfants atteints de trisomie 21, en offrant des stratégies adaptées qui visent à renforcer la dynamique familiale et à améliorer la qualité de vie de tous ses membres, En intégrant ces stratégies dans leur quotidien, les familles peuvent non seulement améliorer la gestion des comportements de l'enfant, mais également renforcer leur propre confiance en matière de parentalité. Les stratégies de gestion du stress et de l’anxiété au sein des familles d'enfants atteints de trisomie 21 sont cruciales pour assurer non seulement le bien-être des parents, mais également celui de l'enfant. En apprenant à gérer leur propre stress, les parents deviennent également des modèles pour leurs enfants, qui peuvent ainsi acquérir des compétences en matière de gestion émotionnelle dès leur plus jeune âge. Il est également pertinent d'encourager la communication ouverte au sein de la famille. La création de liens avec d'autres parents se révèle être un levier efficace pour atténuer le stress et favoriser une dynamique familiale positive. Ce soutien communautaire renforce le sentiment d'appartenance à un groupe, ce qui peut considérablement améliorer le bien-être émotionnel des membres de la famille. L'impact sur la résilience familiale est un aspect fondamental à considérer dans le cadre des interventions éducatives destinées aux enfants atteints de trisomie 21. En effet, la résilience familiale se définit comme la capacité d'une famille à surmonter des situations difficiles et à s'adapter aux défis liés à l'éducation d'un enfant présentant des besoins spécifiques. Le développement de projets communs d'inclusion représente un outil fondamental pour renforcer la coopération entre institutions éducatives et familles d'enfants atteints de trisomie 21, favorisant ainsi leur épanouissement et intégration dans la société.
Personnes trisomique, stress et anxiete, adaptation, strategies intellectuelles personnalisees, developpement cognitif etemotionnel.
IGOUI MOUNANG Gilbert IGOUI MOUNANG Gilbert
CONTEMPORARY CHALLENGES TO HIGHER EDUCATION IN CAMEROON
Section: Articles Keywords: Higher Education, Challenges, Governance, Cameroon, Contemporary This article explores Cameroon higher education landscape, a sector crucial to the socio-economic development of the country. In the past, Cameroon higher education was directed by various political and economic considerations that have generated its current structure. Areas of concern in the institutions of learning, include structural problems that weakens its effectiveness, governance, the quality of education, professionalization, accessibility to facilities, state of the art infrastructures, digital technology, financial constraints and matching training and degrees with the exigencies of the job market. The two research questions that guided the study, were to what extent does effective Strategic Planning Influence Quality teaching in Higher Education in Cameroon and to what extent does good governance promote quality teaching in higher Education. The statement problem according to observation states in Cameroon, the situation is access to education is a fundamental concept that refers to the possibility for higher education students to benefit from quality education, regardless of their socio-economic status or geographical origin (Amartya Sen, 1999). This article uses a literature review and methodology, supporting its analyses with the core-periphery theory to analyze the historical evolution and contemporary challenges facing the sustainable development of higher education in Cameroon. The study proposes innovative reforms to improve governance and quality assurance, which is an indispensable resource for policymakers, educators, and all stakeholders interested in the future of higher education in Cameroon. Policymakers, scholars, and employers must collaborate to recreate curricula to keep up with the demand of the job market and aligning the teaching-learning processes with digital technology.
ASONGWE Cyprian FOCHE ASONGWE Cyprian FOCHE
Copyright (c) 2025 International Journal of Developmental Issues in Education and Humanities
THE HISTORY OF EDUCATION IN CAMEROON: COLONIAL LEGACIES AND PEACE EDUCATION
Section: Articles Keywords: History of Education, Colonial Legacies, Peace Education, Cameroon In this paper, we have drawn from primary literature and oral sources to demonstrate the history of education in Cameroon from indigenous African education in the 16th Century, through education in Cameroon in the pre-colonial era (1844-1884), the period when missionaries managed education, the colonial era (1884-1960/61): including German protectorate (1884-1914); French mandate (1916-1946); British mandate (1916-1946). French trusteeship (1946-1960), British trusteeship (1946-1961), as well as independence and reunification, that is under the Federation (1961-1972), the United Republic (1972-1984), and to current concerns about education in the Republic of Cameroon (1984-present date). Since independence, one of the greatest worries of the Cameroon government has been how to maintain peace, unity and national integration. This paper showcases factors affecting the various stages of change (sociological, social, political, economic, cultural and historical) in each era of the educational system development. We discuss the nature and content of peace education curriculum that can help to achieve this, while calling for greater inclusion of local and diverse indigenous cultures that should promote an integrated decolonized peace education curriculum for the next generation of peace building educational researchers, university stakeholders and policymakers. We conclude by recommending the importance of peace education curriculum for Cameroon universities which should be re-invented as a vector for peace, unity and national integration in the country.
History of Education, Colonial Legacies, Peace Education, Cameroon
Emmanuel Monjong Njouny Emmanuel Monjong Njouny
REFLECTIONS ON BARRIERS FACED BY HEARING IMPAIRED LEARNERS AND ITS EFFECT ON THE TEACHING AND LEARNING PROCESS
Section: Articles Keywords: Barriers, Hearing Impaired Learners, Teaching And Learning Process Students with hearing impairment face diverse challenges in regular schools as well as inclusive schools which greatly affects their access and full participation in academic programs thereby having an effect on the teaching and learning process. A descriptive survey study on the barriers faced by hearing impaired learners and its effects on the teaching and learning process in the following schools were examined; G. B. H. S Mendong, Academic School of Excellence Bastos, and WECARE school all of Yaoundé. The study examined the institutional and infrastructural, social barriers, teaching methods, and academic performance faced by the hearing-impaired students and its effects on the teaching and learning process. The study was guided by a conceptual framework which explained the relationship between infrastructural and institutional, social barriers, teaching method and academic performance and how it affect the hearing-impaired learners in the teaching and learning process. Learning outcomes achieved when the barriers were present and when the barriers had been eliminated. Two theories were used to show the relevance of eliminating barriers to hearing impairment. That is the attachment theory of John Bowlby and the social cognition theory of mind by Brenda Schick (2002). The sample population of the study included 40 learners with hearing impairments from all the schools and 10 teachers. Research instruments used to select the respondents were mainly questionnaires one administered to learners and the other given to teachers. Purposive sampling was also used because the researcher wanted to select only all the learners with hearing impairments from the three schools as well as teachers concerned with the teaching of these children. For the purpose of this study two sets of questionnaires were prepared for the learners and for the teachers. The questionnaires were piloted in a school not in the selected sample. Collected data was analysed using the statistical package for social sciences (SPSS) version 2.0 and reported in form of frequency tables and percentages. Correlation analysis was carried out to test the hypotheses. The findings reveal that significant barriers for hearing impaired students exist and they included the mode of instruction used by teachers; level of education of the sign language interpreter, inadequate classroom space and furniture, absence of overhead projectors during lessons, inadequate signage especially in workshops and laboratories, noisy classroom environment and challenges during integrating with peers leading to loneliness and isolation. The study recommends that the various legislations enacted be enforced in all learning institutions. The support staff be given mandatory basic training on accommodation strategies for impairments learners as a whole. Necessary hearing aids materials should be provided to facilitate the teaching learning process. Thus, making learners with impairment to control and excel in education.
Barriers, Hearing Impaired Learners, Teaching And Learning Process
Egbe Gwendoline Arrika Epse Ayuk Egbe Gwendoline Arrika Epse Ayuk
Egbe Lilian Ayuk-Tabi Egbe Lilian Ayuk-Tabi
SUBSTANCE ABUSE AND ITS IMPACT ON ADOLESCENT COGNITIVE AND EMOTIONAL DEVELOPMENT IN SOME SELECTED FACULTIES IN BAMENDA UNIVERSITY OF CAMEROON
Section: Articles Substance abuse, defined as the recurrent and maladaptive use of psychoactive substances such as alcohol, cannabis, tobacco, and prescription drugs that interfere with daily functioning (American Psychiatric Association, 2013), has become one of the most pressing developmental and public health concerns in adolescent populations. The World Health Organization (2022) estimates that nearly 25% of adolescents worldwide experiment with psychoactive substances before age 19, a phenomenon associated with impaired neurocognitive functioning, emotional instability, and heightened vulnerability to psychiatric disorders. Within the Sub-Saharan African context, rapid urbanization, peer group pressures, socio-economic hardship, and weak regulatory structures have contributed to a surge in adolescent substance use (Atilola, 2017). In Cameroon, the situation is alarming, with studies indicating increasing levels of alcohol, cannabis, and tramadol consumption among secondary school and university students (Ngwa & Nfor, 2021; Ngeh, 2022). Adolescents in universities, navigating critical transitions in cognitive and emotional development, are especially at risk of the deleterious effects of substance abuse. This study investigated the impact of substance abuse on cognitive and emotional development in adolescents enrolled in selected faculties of the University of Bamenda. The research was underpinned by four complementary theoretical perspectives. Piaget’s Cognitive Developmental Theory (1972) asserts that adolescence is characterized by formal operational thought, marked by abstract reasoning and advanced problem-solving. Substance abuse, however, disrupts these cognitive capacities, impairing memory, concentration, and decision-making. Erikson’s Psychosocial Theory (1968) situates adolescence in the identity versus role confusion stage, where individuals attempt to consolidate a coherent sense of self. Substance abuse may distort this developmental trajectory by weakening emotional regulation, destabilizing self-esteem, and encouraging maladaptive coping strategies. Bandura’s Social Learning Theory (1977) emphasizes that substance use is often learned through observation and reinforcement within peer networks, highlighting the influence of role models and social environments. Finally, Bronfenbrenner’s Ecological Systems Theory (1979) frames adolescent substance use as the result of multi-level interactions among the microsystem (family, peers), mesosystem (school, faculty environment), exosystem (community and policies), and macrosystem (cultural norms). These frameworks collectively guided the study and provided a lens for interpreting findings. Empirical evidence supports these theoretical claims. Neurodevelopmental studies demonstrate that psychoactive substances directly impair prefrontal cortex functioning, limiting working memory and inhibitory control (Volkow et al., 2019). Patrick and Schulenberg (2014) found that substance use during adolescence predicts emotional dysregulation, depressive symptoms, and poor academic achievement. Similarly, Atilola (2017) and Mbatchou (2020) reported that adolescents in West and Central Africa who abuse substances experience heightened risk of anxiety, identity confusion, and academic disengagement. These insights underscore the urgent need for context-specific investigations in Cameroon, particularly in university settings where students are exposed to peer pressure, independence, and experimentation. A cross-sectional survey design was employed. A sample of 300 adolescents was drawn from three selected faculties of the University of Bamenda using stratified random sampling. The research instruments included the Drug Abuse Screening Test (DAST-10) to assess substance use patterns, the Rosenberg Self-Esteem Scale to measure emotional self-worth, and the Cognitive Emotion Regulation Questionnaire (CERQ) to evaluate adaptive and maladaptive coping strategies. Data were entered and analyzed using SPSS version 26. Descriptive statistics (frequencies, percentages, means, and standard deviations) described demographic variables and prevalence rates, while inferential statistics were employed to examine relationships. Specifically, Pearson correlation tested associations between substance abuse, cognitive functioning, and emotional adjustment; ANOVA determined differences across gender and faculty; and multiple regression analysis evaluated the predictive power of substance abuse on cognitive and emotional outcomes. The results indicated a 42% prevalence of substance abuse among respondents. Alcohol (68%) and cannabis (53%) were the most frequently consumed substances, followed by tobacco (29%). Cognitive outcomes revealed a significant positive correlation between frequency of substance use and impairments in memory retention, concentration, and executive functioning (r = .41, p < .01). Emotional outcomes included diminished self-esteem, heightened anxiety, depressive tendencies, and irritability, with regression analysis showing that substance use predicted 37% of the variance in emotional maladjustment (β = .37, p < .05). Gender analysis showed that males reported higher rates of substance abuse and more severe cognitive impairments than females. Faculty-specific differences were also observed, with students in faculties characterized by greater social exposure and peer-centered activities being more susceptible to substance abuse and its adverse developmental outcomes. The study concludes that substance abuse exerts a profound negative influence on adolescent cognitive and emotional development, undermining academic achievement, psychosocial adjustment, and long-term well-being. These findings are consistent with earlier reports by Volkow et al. (2019) and Ngwa and Nfor (2021), reinforcing the urgency of comprehensive intervention strategies. Recommendations include the integration of faculty-based counseling services, university-wide substance abuse awareness campaigns, and preventive education programs tailored to adolescents’ developmental needs. Policies should also promote parental engagement, community-based monitoring, and partnerships between universities, health professionals, and non-governmental organizations. Furthermore, interventions should be informed by ecological perspectives, recognizing the interplay of family, peer, institutional, and cultural influences in shaping adolescent substance use behaviors. In sum, the study contributes to developmental psychology and public health by providing empirical evidence on the cognitive and emotional consequences of substance abuse among adolescents in a Cameroonian University context. By highlighting both prevalence and developmental impacts, it offers actionable insights for educators, policymakers, and mental health professionals working to reduce adolescent vulnerability, promote resilience, and support healthier academic and emotional outcomes.
DR YIMELI LONPA MIRABELLE DR YIMELI LONPA MIRABELLE
HOME-BASED PARENTAL ACADEMIC SUPPORT AND CLASSROOM ENGAGEMENT AMONG SECONDARY SCHOOL STUDENTS IN FUNDONG MUNICIPALITY
Section: Articles Keywords: Home-Based, Parental Academic Support, Classroom Engagement, Secondary School Students, Fundong Municipality This study examined the relationship between parental input in home-based tasks—specifically chore/task assignment and follow-up for task completion—and students’ engagement in classroom activities in selected secondary schools in Fundong Municipality. The study adopted an explanatory sequential mixed-methods design. Quantitative data were collected using a 4-point Likert-scale questionnaire with a reliability coefficient of 0.798, while qualitative data were gathered through a structured interview guide. Quantitative data were analyzed using descriptive statistics and Pearson’s product–moment correlation, whereas qualitative responses were subjected to thematic content analysis. Findings from the first research objective revealed a significant moderate positive correlation between parental task assignment and students’ engagement in classroom work (r = 0.446, p = 0.010). Over 70% of students reported that being assigned home tasks positively influenced their classroom engagement. Interview responses further indicated that parents perceived domestic task assignment as a means of fostering responsibility, discipline, independence, and active participation in school learning. Results from the second objective showed a strong positive correlation between parental follow-up on task completion and students’ classroom engagement (r = 0.618, p = 0.001). Approximately 83% of students acknowledged that parental monitoring and feedback enhanced their attentiveness and participation in classroom activities. Based on these findings, the study concludes that consistent parental involvement in assigning and monitoring home tasks contributes significantly to students’ behavioural engagement in school. It is therefore recommended that parents intentionally assign age-appropriate responsibilities and regularly follow up on task completion, providing guidance and encouragement to promote discipline, self-reliance, and meaningful engagement in classroom learning.
Home-Based, Parental Academic Support, Classroom Engagement, Secondary School Students, Fundong Municipality
Dr Lum Bobga Jacqueline Achiri Dr Lum Bobga Jacqueline Achiri
Dr. Lukong Evelyn Shulika Dr. Lukong Evelyn Shulika
PLANIFICATION ADMINISTRATIVE ET RENDEMENT SCOLAIRE EN ZONE ZEP: ANALYSE DE LA « DÉRIVE NUMÉRIQUE » DANS LES ÉTABLISSEMENTS PRIVÉS DU SEPTENTRION CAMEROUNAIS
Section: Articles Keywords: Administrative planning,, Academic performance,, Educational technology,, Northern Cameroon,, Priority Education Zone (ZEP),, School management. In the Priority Education Zones (ZEP) of Northern Cameroon, the massive introduction of mobile technologies in schools has led to the emergence of the "downward-facing generation" phenomenon. Through this study, we analyze the critical role of administrative planning as a tool for regulating these practices within private institutions. By employing a mixed-methods approach—combining surveys of 300 students and interviews with school administrators in Garoua, Maroua, and Ngaoundéré—we demonstrate that this digital drift is less a technological inevitability than a direct consequence of an institutional normative vacuum. Our findings reveal that the absence of digital charters and strategic planning leaves smartphone usage entirely to the recreational sphere. Conversely, we establish that the planned integration of mobile devices as didactic tools compensates for the shortage of physical textbooks and significantly improves student engagement. Ultimately, our research advocates for a transition from surveillance-based administration toward contractual and pedagogical digital management, an essential condition for transforming the smartphone into an instrument of resilience and academic success in the Northern regions.
School Decision-making Process and Teachers Participation in Educational Policy Implementation in Meme Division, South West Region of Cameroon
Section: Articles Keywords: School decision-making Process, Teacher's Participation, Policy Implementation, teachers’ participation in school meetings, teachers’ consultations during school meetings and delegation of responsibility to teachers during school meetings Our research study is titled "School decision- making Processes and Teachers' Participation in Educational Policy Implementation." The full participation of teachers in school decision making process, will boost their spirit just for the fact that their ideas also count. These will also bring about teachers' job satisfaction since the school climate is conducive for them to teach and implement all the school policies handed to them by their Principal. Teachers are Nation Builders and they are those to easily and effectively implement all the educational rules and regulations. Given that they have direct contact with the students, they are in the best position to know on what to suggest, which will be of help to the educational sector in general and the students in particular. The principal research question is as follows: "To what extent does school decision- making process influence the participation of teachers in implementing educational policy?".The specific research question are: To find out the extent to which teachers’ participation in school meetings influences their implementation of educational policy, to investigate the extent to which teachers’ consultations during school meetings influences their implementation of educational policy and lastly, to verify the extent to which delegation of responsibility to teachers during school meetings influences their implementation of educational policy. These questions were then transformed to hypothesis. The methodology adopted a sample survey design with an accessible population of 525 teachers who have taught for at least three years. The sample size was made up of 350 teachers. 350 questionnaires were administered to 20 randomly selected Secondary schools in the Kumba municipality of Meme Division, South West Region of Cameroon. Also, interview guides were administered as the second research instrument to four principals representing the three schools in order to confirm the quantitative data. The data collected was analyzed using the Spearman Correlation Index and multiple regressions. The result obtained shows that there is a positively high relationship between school decision-making process (teachers’ participation in school meetings, teachers’ consultations during school meetings and delegation of responsibility to teachers during school meetings) and teachers' participation in educational policy implementation; as a determinant from the correlation index of 0,863. From the above, we conclude that the research maintains the view that the full participation of teachers in school decision-making process will significantly influence the implementation of educational policy. A good number of recommendations were given to the Ministry of Secondary Education, Principals and Teachers. Principals should encourage their teachers by fully involving them in school decision making.
School decision-making Process, Teacher's Participation, Policy Implementation, teachers’ participation in school meetings, teachers’ consultations during school meetings and delegation of responsibility to teachers during school meetings
ASSISTANT LECTURERS ATTITUDE TOWARDS THE EDUCATION OF STUDENTS WITH DISABILITIES IN THE TWO ENGLISH SPEAKING STATE UNIVERSITIES IN CAMEROON
Section: Articles Keywords: Assistant Lecturers, Attitude, Assistant Lecturers Attitude, Education, Education of Students with Disabilities, English-Speaking Universities This study investigated the attitude of Assistant Lecturers towards the education of students with disabilities in English-speaking Universities in Cameroon. A descriptive survey design was used to collect data from 125 Assistant Lecturers at the University of Bamenda and University of Buea. The study employed a descriptive survey design. Data was collected by adapting a tool (questionnaire) that was designed by Sniatecki, Perry and Snell in 2015. Data was analysed by measuring all indicators of the study on a four-point Likert scales with the response options of “strongly disagree” equalled one and “strongly agree” equalled four. The researcher presented data and provided the mean, median, standard deviation, and percentage agreement. Percentage agreements were calculated by adding strongly disagree and disagree to strongly agree and agree. The findings reveal that Assistant Lecturers generally hold positive attitudes towards the education of students with disabilities. However, factors such as lack of training and resources, as well as inadequate infrastructure, can hinder the effective inclusion of students with disabilities in Higher Institutions of Learning. The study therefore recommends that universities provide training and resources to support Assistant Lecturers in promoting Inclusive Education.
Assistant Lecturers, Attitude, Assistant Lecturers Attitude, Education, Education of Students with Disabilities, English-Speaking Universities
Levai Pensiga Wabila Levai Pensiga Wabila
Copyright (c) 2025 International Journal of Developmental Issues in Education and Humanities https://creativecommons.org/licenses/by-nc-nd/4.0/
Societal Expectations Of Exemplary Behavior As Role Models And Its Influences On The Identity Formation On Some Selected Clergy Children In The Mezam Division Of The North West Region Of Cameroon
Section: Articles Keywords: Societal expectations, identity formation, exemplary role models, clergy’s children Purpose The purpose of this research was to examine the societal expectations of exemplary behaviour as role models and its influence on identity formation on some selected clergy’s children of the Mezam Division of the North West Region of Cameroon. The study aimed at examining the influence of societal expectations of exemplary behaviour as role models on identity formation of clergy’s children. Materials and Methods The convergent mixed-methods design was used in conducting this study. To collect quantitative data, the cross-sectional survey design with the aid of a questionnaire made up of closed ended items was used. Qualitative data was collected through the phenomenological approach with the aid of an interview guide made up of open-ended questions. A sample of 60 purposefully selected clergy’s children were recruited for this study. Findings Quantitative data was analyzed using descriptive and inferential statistical tools; frequency counts, graphs, percentages and the Pearson test and regression analysis was used to test hypotheses. Thematic analysis with the aid of themes and quotations was used for qualitative data. The association between identity formation (IF) and the pressure of being a role model (PRM) is strong and negative (r = –0.608, p < 0.00001). This means that as the pressure on clergy’s children to always be perfect role models increases, their capacity for developing a stable and clear personal identity diminishes.
Tantoh Mengwi Claudine Tantoh Mengwi Claudine
Structuring Teacher Pedagogy Assessments: Effects on Teaching and Learning in Basic Education in Cameroon
Section: Articles Keywords: Teacher Pedagogy, Assessment, Structuring, Teaching, Learning, Basic Education Teacher pedagogy assessment generally, is crucial for adjusting instruction, improving teacher practice and fostering deep learning, as well as overall educational quality, which today has become a growing concern among stakeholders in education according to the Organization for Economic Co-operation and Development (OECD, 2019). However, the problem motivating this study is the observed persistent challenges in teacher pedagogic assessment, leading to low academic standards, due to the poor teaching quality. The main question in this study is: How does teacher pedagogy assessment impact teaching and learning outcomes? The study uses Bloom’s theory of assessment pedagogy (1971), which posits that assessment must be continuous and integrated into the teaching and learning process. The methodology consists of a questionnaire survey of 100 teachers in Public Primary Schools. Data was analyze using descriptive statistics and analysis of variance, with results showing that assessment of teacher pedagogy in every aspect, have a significant positive impact on teaching and learning outcomes. Recommendations go to school administrative heads, policy-makers, as well as to teachers. Firstly, to organize more in-service training seminars, workshops on pedagogic assessment strategies, techniques and approaches for teachers to be skillful. Secondly, a well set assessment standards criteria in terms of lesson planning, content knowledge, communication skills, as well as feedbacks be defined in determining level of objectives attained.
Teacher Pedagogy, Assessment, Structuring, Teaching, Learning, Basic Education
Dr. Mbonteh Vivian Mbole N. Dr. Mbonteh Vivian Mbole N.
The Alienation of Science Teachers from Their Profession and Its Impact on the Teaching-Learning Process
Section: Articles Keywords: Alienation, Self estrangement, Isolation, Powerlessness, Science Education, Science Teacher The investigation of teacher alienation and its ensuing effects is of critical importance across all educational tiers, including secondary and high school levels. Elucidating the causes and consequences of alienation specifically among secondary and high school teachers is paramount for the enhancement of educational quality. The concept of alienation reflects an individual's sense of isolation and, given its prominence in related research, can be characterized as a socio-psychological construct. Fundamentally, alienation denotes an individual's withdrawal from their society or, put differently, a state of disconnection from the community. This study aims to identify the causes of professional alienation among science teachers in Mugla and to determine its subsequent impacts. This study employed a qualitative research methodology, utilizing a semi-structured interview form for data collection. The sample group consisted of 30 Science teachers employed in Mugla during the 2021-2022 academic year. The analysis of the collected data revealed that the most predominant factor leading to professional alienation was the escalating issues within the education system. Consequently, this alienation manifested in the emergence of an unproductive learning environment and a growing disaffection with the teaching profession.
Alienation, Self estrangement, Isolation, Powerlessness, Science Education, Science Teacher
Copyright (c) 2025 International Journal of Developmental Issues in Education and Humanities https://creativecommons.org/licenses/by-nc-nd/4.0
Teacher Burnout: Causes, Consequences, and Insights from Science Teachers
Section: Articles Keywords: Science Teacher, Teacher Burnout, Emotional Exhaustion, Lack of Support, Student Misbehavior Teaching is a demanding profession characterized by challenging working conditions and high stress levels. Within the school environment, various factors significantly contribute to teacher burnout syndrome. These include excessive workload, restrictive school policies and an unsupportive school climate, conflicts between teachers and administration, a lack of teacher involvement in decision-making processes, insufficient recognition, and student behavioral and disciplinary problems. Teachers can experience burnout syndrome irrespective of demographic factors such as age, years of service, or gender. Therefore, understanding the causes and consequences of burnout is critical for both teacher performance and student achievement. In other words, comprehending teacher burnout and implementing preventive measures is essential for fostering a healthy educational environment. A qualitative research methodology was employed in this study. The findings indicate that the primary causes of teacher burnout are excessive workload, lack of administrative support, and disrespect from students and parents. Furthermore, the most prevalent negative consequences of burnout identified were attrition from the profession, high stress levels, and physical and emotional exhaustion.
Science Teacher, Teacher Burnout, Emotional Exhaustion, Lack of Support, Student Misbehavior
DYNAMICS OF PORTFOLIO ASSESSMENT STRATEGY IN EVALUATING THE ENGLISH LANGUAGE SKILLS FOR PUPILS WITH HEARING IMPAIRMENTS IN FAKO DIVISION, SOUTH WEST REGION OF CAMEROON
Section: Articles Keywords: Portfolio assessment, Evaluation, English Language Skills, Hearing Impairment This study examined the impact of portfolio assessment on evaluating the English language skills of pupils with hearing impairment in Fako Division, Cameroon. Portfolio assessment, as an informal and learner-centred approach, was explored within the framework of inclusive education, where traditional assessment methods often fail to adequately reflect the abilities of learners with hearing loss. The research utilised a quasi-experimental design involving pupils with hearing impairment in selected inclusive primary schools. Data were gathered through English language tests, classroom observations, and interviews with parents, teachers, head teachers, and the divisional delegate. Quantitative data were analysed using descriptive statistics, t-tests, and regression analysis, while qualitative data underwent thematic analysis. The results indicated that pupils subjected to portfolio assessment performed significantly better in English language skills than those assessed through conventional methods. Statistical analysis (SPSS t-tests and regression) showed that pupils assessed via portfolios scored notably higher on post-tests (portfolio group mean=12.78 versus control=11.14; t(38)=2.919, p<.05). Regression analysis demonstrated that portfolio use was a strong predictor of language improvement (β=0.336, p<.001). Classroom observations and interview findings further revealed that portfolio assessment encouraged ongoing learning, increased learner engagement, self-reflection, and heightened teacher awareness of individual progress. The study concludes that portfolio assessment is an effective method for evaluating the English language skills of pupils with hearing impairment and recommends its systematic adoption within inclusive classroom practice.
Portfolio assessment, Evaluation, English Language Skills, Hearing Impairment
Ngenwie Emilia Tanyie Ngenwie Emilia Tanyie
Therese Mungah Shalo Tchombe Therese Mungah Shalo Tchombe
HIGHER EDUCATION IN CAMEROON: THE CONCEPT, PROCESSES AND CREDENTIAL RELEVANCE
Section: Books & Edited Volumes This book explores the complex dynamics of higher education governance in Cameroon, a sector crucial for the country's socio-economic development. It highlights the challenges faced by educational institutions, including the quality of teaching, access to resources, and administrative management. The author also analyzes the value of certificates in the Cameroonian labor market. By examining the expectations of employers and the skills of graduates, he highlights a worrying gap between academic training and professional requirements. By proposing innovative solutions to improve governance to strengthen the relevance of diplomas, this book is an essential resource for policymakers, educators, and anyone interested in the future of higher education in Cameroon.
THE IMPACT OF A STEAM-BASED INTERVENTION ON MATHEMATICS ACHIEVEMENT AND GENDER DIFFERENCES AMONG ARTS-ORIENTED SECONDARY SCHOOL STUDENTS IN TUBAH, MEZAM DIVISION, NORTHWEST REGION, CAMEROON
Section: Articles Keywords: STEAM Based interventions, basic mathematics achievement, gender differences. The paper examined the effect of a STEAM-based mathematics teaching intervention on students’ numerical fluency and gender differences in secondary schools within Tubah Sub-Division, Mezam Division, North West Region of Cameroon. The study employed a quasi-experimental design, involving 43 students from CCAST Bambili as the experimental group and 34 students from Technical High School Ntigi as the control group. Both groups were pre-tested on a common Form Three mathematics topic in statistics, before the experimental group was exposed to a three-week STEM-oriented instructional treatment. Post-test scores were then collected from both groups. Data were analyzed using descriptive and inferential statistics, including mean comparisons, t-tests, and graphical representations. Findings revealed that the experimental group significantly outperformed the control group in the post-test means score with an independent sample t-test showing t(75) = 6.42, p<0.001, demonstrating that STEAM-integrated instruction improved students’ engagement with mathematical tasks. Additionally, gender-based analysis revealed that female students in the experimental group achieved higher mean scores than their male peers, with a significant difference observed (t(41) =2.11, p<0.05). Suggesting that inclusive and context-sensitive STEAM pedagogies foster female learners’ achievement in mathematics, thereby challenging traditional gender performance gaps. Relying on these findings, the study concluded that STEAM-based teaching interventions are effective in fostering numerical proficiency among arts-oriented students while also reducing gender disparities in mathematics achievement. It recommended that mathematics teachers should adopt STEAM-oriented approaches to enhance critical thinking and problem-solving, and that educational policymakers should integrate gender-responsive STEAM practices into the curriculum to promote equity and inclusiveness in secondary school mathematics education.
STEAM Based interventions, basic mathematics achievement, gender differences.
Cadre normatif et réglementaire de la gestion décentralisée de l’Enseignement Technique et Professionnel au Cameroun
Section: Articles Keywords: Cadre normatif ; Gestion décentralisée ; Enseignement Technique et Professionnel. Résumé La décentralisation s’identifie à un changement de mode de régulation sociale des politiques publiques ainsi qu’à un processus d’ajustement en matière de gouvernance locale. Ce chapitre met en relief, le déphasage observé entre cadre normatif, décentralisation et la gestion de l’enseignement technique et professionnel (ETP) au Cameroun. Les jalons de la théorie de la régulation de Crozier et Friedberg (1977) mettent ici en lumière la manière dont les organisations et les systèmes sociaux sont régulés et contrôlés dans un tel contexte. Le cheminement méthodologique employé ici est qualitatif. Il s’appuie sur un échantillon hétérogène entre (CTD, responsables au sein de grandes entreprises et quelques chefs d’établissements) à partir d’une analyse thématique inspirée de (Huberman & Miles, 1991). Un tel procédé a permis de mieux appréhender l’analyse de contenus ainsi que leur interprétation. Au demeurant, l’on retient des résultats obtenus que, l’effectivité de l’usage du cadre normatif et réglementaire dans la praxis de la gestion décentralisée de l’éducation favorise une meilleure structuration de l’ETP en contexte de décentralisation au Cameroun.
Cadre normatif ; Gestion décentralisée ; Enseignement Technique et Professionnel.
CORPS CACHÉS, VOIX ABSENTES : EXPÉRIENCE DE DIEU ET VULNÉRABILITÉ PSYCHIQUE EN CONTEXTE RELIGIEUX AFRICAIN
Section: Articles Keywords: hidden bodies; absent voices; experience of God; psychological vulnerability; African nuns. The article proposes the conceptual model ‘Hidden Bodies, Absent Voices’ to analyse the unseen psychological vulnerability of nuns in sub-Saharan Africa, where the intensification of religious practices creates a paradox: spiritual experience, while being a source of resilience, can also lead to hidden fragility. The model articulates the subjective experience of the divine, invisible suffering, and the social dynamics of silence and stigmatisation. It demonstrates that the ideal of perfection in consecrated life neutralises the expression of the body and speech. The ascetic body is forced to mask its pain, often sublimated into sacrifice, while speech is repressed in the name of obedience, generating inner violence and identity fragmentation. This concealment is reinforced by the African socio-cultural context, where religious patriarchy, the priority given to community cohesion (Ubuntu) and the sanctification of renunciation transform clinical distress into spiritual virtue. To counter this invisibility, the article concludes by advocating for a ‘clinic of recognition.’ This would aim to restore the visibility of the body as spiritual and psychic mediation, to establish safe spaces for exchange, and to integrate the acceptance of fragility into religious structures, thereby restoring nuns to their full stature as subjects.
hidden bodies; absent voices; experience of God; psychological vulnerability; African nuns.
ENHANCING TEACHERS’ DIGITAL LITERACY: LOCALISED STRATEGIES FOR BRIDGING THE TECHNOLOGICAL GAP IN CAMEROON
Section: Articles Keywords: Digital Literacy, Secondary School Teachers, Technological gap, Digital Competence, ICT in Education Teachers’ digital literacy is a critical factor in integrating technology into education, especially in resource-constrained environments. In Cameroon’s Fako Division, secondary school teachers struggle with limited digital skills and infrastructure, which undermines effective technology use in pedagogy. This study investigated teachers’ access to digital resources, their digital competences, institutional support, perceived challenges, and context-specific strategies to bridge the technological gap. Adopting a descriptive survey design, data were collected from 317 randomly selected teachers using structured questionnaires. Descriptive statistics (means, frequencies, percentages) and the Kruskal-Wallis H test were used for data analysis. Findings showed limited access to digital infrastructure (x̅ = 2.64), moderate digital competence (x̅ = 3.11), and minimal institutional support (x̅ = 2.51). Challenges were rated high (x̅ = 3.57), including unreliable electricity, device costs, and insufficient training. Respondents favored school-based strategies (x̅ = 3.34), such as peer mentoring, partnerships with ICT vendors, and school innovation teams. Inferential analysis revealed significant differences in digital literacy across age groups (χ²(3) = 11.82, p = .008), teaching experience (χ²(3) = 9.44, p = .024), and qualification level (χ²(3) = 9.76, p = .02), but no significant differences by gender or school type. The study recommends government investment in infrastructure, integrating digital literacy into teacher training, and supporting localized strategies to ensure relevance, sustainability, and equity in educational technology adoption.
Digital Literacy, Secondary School Teachers, Technological gap, Digital Competence, ICT in Education
REPRESENTATIONS SOCIALES DU HANDICAP ET ECOLES INCLUSIVES
Section: Articles Keywords: Social representations, disability, inclusive education, Cameroon, sociogenetic model, teaching practices. This research examines, in the Cameroonian context, how social representations of disability, conceptualised as an evolving and contextual construct, constitute a decisive obstacle to the effective implementation of inclusive education. Despite the ratification of international instruments and the adoption of a favourable legislative framework, a gap persists between theoretical prescriptions and the reality of educational practices. The study, based on Moscovici's sociogenetic model, analyses the discourse of 22 supervisors working in pilot establishments. The results reveal that their representations are mainly structured by socio-cultural and educational barriers (54.16%) and by a conception of disability as a condition of inferiority (51.02%). This reductive perception of learners with disabilities, coupled with what is considered insufficient access to reliable information on disability, significantly limits their educational involvement. Thus, the quality of school inclusion appears to be directly correlated with the nature of these social representations. The conclusion emphasises that, beyond material or legal adaptations, the success of high-quality inclusion requires a profound transformation of the mindsets and cognitive patterns of educational stakeholders in order to bridge the gap between the political ideal and its concrete translation in the field.
Social representations, disability, inclusive education, Cameroon, sociogenetic model, teaching practices.
PROFESSIONALIZATION OF EDUCATIONAL LEADERSHIP IN AFRICA FOR SUSTAINABLE DEVELOPMENT
Section: Articles Educational leadership stands at the center of contemporary debates on education quality, governance, and national development across Africa (Bush, 2019). As countries confront persistent challenges related to school performance, curriculum implementation, equity, and accountability, the role of school leaders becomes increasingly decisive (Hallinger, 2018). Educational leadership is no longer perceived merely as administrative coordination; it is now recognized as a profession that requires specialized competencies, structured preparation, ethical grounding, and continuous professional development (Oduro, 2016). Across Kenya, South Africa, and Ghana, policymakers, scholars, and development partners emphasize that the professionalization of educational leadership is essential for driving sustainable development—an imperative embedded in the African Union’s Agenda 2063 and the United Nations Sustainable Development Goal 4 (Bush, 2019). Despite this recognition, the institutionalization of leadership standards and the creation of coherent professional pathways remain uneven. The need for professionalized leadership emerges from shifts within education systems, including decentralization, competency-based curricula, and demands for inclusive and equitable schooling (Wanjala, 2020). These transformations require leaders who are competent in instructional leadership, community engagement, data-driven decision-making, and resource management. Yet, many African countries still operate under leadership models that prioritize administrative experience over formal training (Simkins, Davis & Barron, 2019). This study, therefore, seeks to address a critical gap in understanding how leadership professionalization influences educational quality and sustainable development outcomes (Lumby, 2019).
CHANGES IN BIRTH RITE AS A FUNCTION OF NSO PEOPLE’S ACCULTURATION PROCESS, NORTH WESR REGION OF CAMEROON
Section: Articles Keywords: Rites, Birth Rites, Pregnancy Practices, Announcing of Childbirth, Purification Rituals, Initiation Rites. Today, modernization and globalization has brought about acculturation in the African context and the Nso culture is not left out. Despite all this changes, limited information has been made known in the literature review about the actual cultural practices in Nso and changes that have taken place. On this note, our study aimed at examining changes in birth rites of passage as a function of Nso people’s acculturation process. Specifically, we examine the deviations in pregnancy cultural practices of childbirth, variations in announcing childbirth, changes in purification childbirth rituals; and changes in initiation rites of childbirth. The ethnography research design was used and data collected from 30 Nso people made up of elders / title holders, and Nso migrants to other towns of Bamenda, Buea, Douala, and Bafousam. These Nso migrants were targeted from the respective Nso cultural associations. Data were collected using interview guide and focus group discussion and analysed thematically. Findings showed significant changes in Nso birth rites. Regarding changes in pregnancy cultural practices, pregnant women in Nso now attend all kind of gatherings that was restricted before. More so, announcing arrival of babies is now done via telephone call and face-to-face discussion unlike before that few people from the husband family will visit the bride parents with palm wine, red palm oil, and bag of salt to tell them that their daughter has put to birth. More so, the special kind of songs that were sung by married women who had their first child is no longer common these days. Regarding purification rituals after childbirth, newborn are now carried by non-parents even when the umbilical cord has not fallen off, umbilical cord is now abandoned at the hospital, majority of women now bath themselves, cook and do laundering after childbirth, and no purification done in cases where a child died to prevent further death. Finally, for initiation birth rites, child circumcision is that is now done at the hospital unlike before that was done in traditional setting by traditional specialist and baptism done by Reverend Fathers in Christian way unlike the traditional approach. Based on this, it was recommended that Nso people should document and preserve their traditional rites of passage, including the symbolic meanings and cultural significance associated with these rituals. This can help maintain cultural heritage and promote intergenerational transmission of cultural knowledge.
Rites, Birth Rites, Pregnancy Practices, Announcing of Childbirth, Purification Rituals, Initiation Rites.
A SOCIOLINGUISTIC ANALYSIS OF ENG 100 AT THE UNIVERSITY OF BUEA: IMPLICATIONS FOR ENGLISH LANGUAGE DEVELOPMENT WITHIN CAMEROON'S BILINGUALISM FRAMEWORK
Section: Articles Keywords: Sociolinguistic Analysis, Eng101/102 To Eng100, University Of Buea, English Language Development, Cameroon's Bilingualism Framework This study examines the transition from the two-semester English language programme (ENG101/102, 4 credits) to a single-semester course (ENG100, 2 credits) at the University of Buea, Cameroon. Within the context of Cameroon's constitutional bilingualism framework and the Education Orientation Law No. 98/004 of 1998, this study investigates whether the compressed programme adequately supports English language development for students at the country's flagship English-medium university. As the serving coordinator of the ENG100 programme (2025-2026 cademic year), the researcher brings insider knowledge of implementation challenges while maintaining scholarly rigour through systematic data collection and analysis. Drawing on instructor reports, class attendance data, and analysis of infrastructural and administrative challenges, the study reveals significant implementation problems including delayed course commencement due to poor freshman orientation, severe classroom shortages (one 250-seat amphitheater for 8,000-12,000 students), and instructor dissatisfaction stemming from unclear governance structures and payment irregularities. Attendance records show extreme variability, with classes ranging from 0 to 300 students, suggesting systemic failures in course organization. Grounded in language policy implementation theory and Ruiz's language-as-resource orientation, the findings indicate that reducing course duration and credit value while simultaneously facing logistical and administrative challenges undermines the programme's effectiveness in developing English language competency. The paper argues for a reconsideration of this approach, particularly regarding content coverage and skills development, to ensure compliance with national bilingualism mandates and adequate preparation of students in English as an official language of Cameroon.
Sociolinguistic Analysis, Eng101/102 To Eng100, University Of Buea, English Language Development, Cameroon's Bilingualism Framework
PRINCIPALS USE OF SOCIAL FUNCTION IN ENHANCING TEACHER QUALITY IN SECONDARY SCHOOLS IN THE SOUTH WEST REGION, CAMEROON
Section: Articles Keywords: Principal, Principals’ Social Function, Teachers, Teaching Quality and Secondary Schools. This study aimed at examining the use of principals’ social function in enhancing teacher quality by specifically evaluating the ways in which the principals’ use of interpersonal relationship enhances teacher quality and to examine the ways in which the principals’ use of recognition enhances teacher quality. The convergent parallel mixed method research design was used in the study. The population of the study comprised of all secondary school teachers and principals in public, confessional and lay-private schools in the South West. The purposive and proportionate sampling techniques were used to select 707 participants, 695 teachers and 13 principals with the aid of a self-structured questionnaire and a research diary administered respectively. Data were analyzed using descriptive and inferential statistics. Findings showed that 39.1% of principals used their interpersonal relationship in enhancing teacher quality. Further analysis revealed that principals attended out of school events, offered emotional help to teachers in affliction and gave teachers a listening ear. Findings also showed that 42.0% of principals used recognition in enhancing teacher quality. Further analysis revealed that principals provided verbal praise, appreciated work done by teachers and applauded teachers efforts during classroom visitations. Despite the level of execution of principal’s social functions there is need for improvement in enhancing teacher quality. The researchers recommended that principals should provide a conflict-free school climate that is conducive for teachers and acknowledge the efforts of teachers by issuing certificates of honour to outstanding teachers. Further research could be carried on this same topic in other Regions of Cameroon.
Principal, Principals’ Social Function, Teachers, Teaching Quality and Secondary Schools.
SOCIETAL REACTIONS AND THE PSYCHOSOCIAL DEVELOPMENT OF WOMEN EXPERIENCING INFERTILITY IN FAKO DIVISION, SOUTHWEST REGION
Section: Articles Keywords: Societal Reactions, Psychosocial Development, Infertility, Fako Division, Southwest Region. This study examined how societal reactions influence the psychosocial development of women experiencing infertility in Fako Division, Southwest region Cameroon. Using a convergent mixed-method design, quantitative data were collected from 354 community actors and qualitative data from five clinically diagnosed women suffering from infertility. Findings showed predominantly negative societal reactions, with 76.4% of respondents acknowledging stigma and discriminatory behaviours such as blame, mockery, marital instability, and exclusion from family activities. Chi-square tests revealed that age, sex, education, occupation, religion, and marital factors significantly shaped societal attitudes toward women suffering from infertility. Qualitative accounts further highlighted rejection by spouses and in-laws, emotional withdrawal from family members, and pressure to seek spiritual or traditional remedies. Regression analysis demonstrated a strong and significant effect of societal reactions on psychosocial development (R = 0.595, p < 0.001), explaining 86.60% of the variation. Conclusively, the study showed that negative societal responses profoundly undermine the emotional, social, and psychological wellbeing of women facing infertility, underscoring the need for community education and culturally sensitive support systems.
Societal Reactions, Psychosocial Development, Infertility, Fako Division, Southwest Region.
INNOVATIVE READING OF GENESIS 2:15 IN THE CONTEXT OF LEVERAGING ARTIFICIAL INTELLIGENCE (AI) FOR IMPROVED AGRICULTURAL PRODUCTION AND FOOD SECURITY IN AFRICA
Section: Articles Keywords: Agricultural production, AI in agriculture, Food security, Genesis 2:15, Reading of recovery. “To till and to keep it,” as used in Genesis 2:15, presupposes a responsible use of the earth’s resources for human sustenance and the preservation of the planet. The biblical text, through hermeneutical reimagining, could potentially support the creation and deployment of autonomous systems, such as artificial intelligence, which could improve upon existing traditional methods of agricultural production. Recent developments in Artificial Intelligence (AI) offer the opportunity to scale farm production and achieve food security in Africa while maintaining balance in the agro-ecosystem. This study aims to interpret Genesis 2:15 in favour of leveraging AI for sustainable and improved agricultural production and food security in Africa. The work adopts the reading of recovery approach and argues that the interpretive implications of the biblical text support the responsible and ethical use of autonomous systems in solving agricultural-related problems. The study finds that the interpretation of Genesis 2:15 aligns with the use of AI as a multifaceted tool at human disposal in scaling agro production in contemporary times. It also finds that innovation in agricultural systems through a responsible use of AI could potentially remove African nations from the list of hungry nations of the world. The paper concludes that although the use of AI raises critical theological, moral, and ethical questions, when viewed through the lens of the Genesis 2:15 mandate, it makes sense to include AI as one of the many tool’s humans have created in fulfilment of the assignments in Genesis 2:15.
Agricultural production, AI in agriculture, Food security, Genesis 2:15, Reading of recovery.
ADMINISTRATORS' USE OF ARTIFICIAL INTELLIGENCE TO PREDICT EFFECTIVE MANAGEMENT IN HIGHER EDUCATION IN CAMEROON: A COMPREHENSIVE ANALYSIS
Section: Articles Keywords: Administrators, Artificial Intelligence, Predictive Analytics, Higher Education, Effective Management, Cameroon The integration of Artificial Intelligence (AI) in higher education administration offers transformative potential for enhancing efficiency, decision-making, and ultimately, effective management. In Cameroon, a nation actively pursuing digital transformation, the application of AI, particularly predictive analytics, in higher education institutions (HEIs) is gaining traction. This article provides a comprehensive analysis of administrators' use of AI to predict effective management in Cameroonian higher education. It explores the current landscape of AI adoption, the benefits and challenges of its implementation, the ethical considerations involved, and the regulatory framework. Drawing on up-to-date statistics and recent academic literature, this paper argues that while AI presents significant opportunities for optimizing administrative processes, improving student outcomes, and fostering institutional growth, its successful and ethical deployment hinges on addressing critical infrastructural, financial, and human capacity gaps.
Administrators, Artificial Intelligence, Predictive Analytics, Higher Education, Effective Management, Cameroon
PEER PRESSURE AND ITS ROLE IN STUDENTS’ DRUG CONSUMPTION: EVIDENCE FROM SECONDARY SCHOOLS IN BUEA SUB-DIVISION
Section: Articles Keywords: Peer Influence, Drugs Consumption, Attachment, Conformity and Extra- Curricular Activities. Drug consumption among secondary school students has become a major concern in many communities, including Buea Municipality. Despite efforts by educators, parents, and government bodies to address the problem, many students continue to engage in drug use, often influenced by their peers. This study investigates the role of peer pressure in shaping students’ drug consumption habits in selected secondary schools within Buea Municipality. This study sought to find out the role of peer influence on drug consumption of students in secondary schools in Buea Municipality. Specifically, this study sought to find out how attachment to friends influence students’ drugs consumption in secondary schools Buea Municipality, to investigate how conformity with peers’ influence students drug consumption in secondary schools in Buea Municipality. A mixed survey method was used which adopted the quantitative and qualitative design to collect data from form four, form five and lowers Sixth students. A total of 65 copies of the questionnaire will be distributed to the selected sample and 10 interview guide questions to 10 students The sample size was 75 correspondents from three schools. Data were collected through the use of questionnaire and interview. The quantitative data was analysed using descriptive statistics with use of tables, percentages, and frequencies and qualitative data analysed thematically using themes and codes. Using Spearman’s correlation test, the research is significant at MRS=(rs (100) = 0.65, p=0.01). Findings revealed that there is a significant relationship between attachment to friends, conformity with peers and students’ drug consumption in secondary schools in Buea municipality. Based on the findings, it was concluded that peer influence plays a significant role on drug consumption of students in secondary schools in Buea Municipality. It is therefore recommended that schools should implement peer mentorship programs to foster positive attachments among students. Counsellors should educate students on resisting negative peer pressure and conformity. Schools should promote and expand access to structured extracurricular activities to engage students positively.
Peer Influence, Drugs Consumption, Attachment, Conformity and Extra- Curricular Activities.
DEMOGRAPHIC VULNERABILITY AND STRATEGIC PRESSURES IN TURKEY'S SECURITY ARCHITECTURE: A MULTIDISCIPLINARY ANALYSIS
Section: Articles Keywords: Demographic Vulnerability, Security Architecture, Strategic Autonomy, State Capacity, Regional Power Dynamics. Turkey is positioned in a complex security environment at the intersection of rapidly changing geopolitical dynamics, regional conflict cycles, and global power competition in the post-Cold War era. This study analyzes how Turkey's security architecture is being reshaped under demographic vulnerabilities and global-regional strategic pressures through a multidisciplinary perspective. The research examines Turkey's security challenges within a multilayered understanding, positioned at the intersection of international relations, security studies, demography, and sociology disciplines. The fundamental question of the study concerns through which mechanisms demographic vulnerabilities affect Turkey's national security architecture and foreign policy strategic autonomy; how this influence interacts with state capacity, regional power balance dynamics, and strategic calculations of global actors. The main hypothesis argues that as demographic vulnerabilities increase, Turkey's security architecture becomes more susceptible to external pressures; however, in areas where state capacity is strong, these pressures can be transformed into strategic opportunities. The research employs qualitative research methods, combining document analysis, discourse analysis, and process tracing techniques. Findings reveal that the demographic transformation Turkey has faced, particularly due to the mass migration wave from Syria after 2011, has profoundly affected security perceptions; although state capacity remains strong at the regional level, Turkey's maneuvering space has narrowed in the strategic calculations of global actors. The study emphasizes that the demographic-security nexus encompasses not only migration management but also broader dimensions such as regional power balance, alliance politics, and strategic autonomy. In conclusion, it is assessed that for Turkey to transform its demographic vulnerabilities into strategic opportunities, institutional capacity building, regional cooperation, and the integration of multilayered security policies are of critical importance.
Demographic Vulnerability, Security Architecture, Strategic Autonomy, State Capacity, Regional Power Dynamics.