Research and Advances in Education

Perception of Library Resources and Utilization Among Tertiary Institution Students in Akwa Ibom State, Nigeria

2026-01-14T08:29:15+00:00

The study examined perception of library resources and utilization among tertiary institution students in Akwa Ibom State, Nigeria. Specifically, the study seeks to determine if: Perception of print resources influences students’ utilization of library resources; Perception of e-resources influences students’ utilization of library resources; Perception of audiovisual resource influences students’ utilization of library resources; and Perception of reference resources influences students’ utilization of library resources. Ex-post -facto research design. The choice of the ex-post -facto design over other designs was basically due to the fact that the phenomena under study had already occurred. The population of this study consisted of 6,000 registered library users from five tertiary institutions in Akwa Ibom State, Nigeria. The sample used a total of six hundred (600) respondents i.e. ten percent (10%) from each stratum of the population. The study employed Independent t-test as a statistical tool. The results of the analysis showed that Perception of print resources has a significant influence on utilization of library resources; Perception of e-resources has a significant influence on utilization of library resources; Perception of audiovisual resources has a significant influence on utilization of library resources; Perception of reference resources has a significant influence on utilization of library resources. Based on the findings of this study the following recommendations were made. Management in collaboration with government should make sure required textbooks and print information resources are well stocked in the shelves of libraries so that students who are willing will make use of these print resources to improve on their studies.

Theoretical Framework and Practical Pathways for International Talent Training in Educational Informatization from the Perspective of “Industry-University-Research-Application” Synergy

2026-01-14T09:00:05+00:00

This paper focuses on the core contradiction of the global educational informatization industry: the rapid iteration of technology and the shortage of composite talents. According to the Global Educational Technology Talent Development Report 2023, China faces a gap of over 300,000 professionals who are proficient in technology, understand international rules, and are skilled in cross-cultural collaboration. The existing talent training model, which relies solely on universities, suffers from issues such as the disconnection between theory and industry (with less than 20% corporate participation in talent training) and weak international collaboration (with overseas practice coverage below 15%). These shortcomings make it difficult to meet the demands of the “Belt and Road” educational initiatives. Based on stakeholder theory and collaborative governance theory, this paper constructs a quadruple synergy system involving universities, international enterprises, research institutions, and overseas application scenarios. Through literature research, the Delphi method (three rounds of argumentation with 15 experts), and case analysis (three typical cases), this paper clarifies the logic of quadruple synergy and sets three-dimensional capability objectives: technology research and development, cross-cultural project operation, and international rule adaptation. It also designs a full-chain pathway of “curriculum co-construction – overseas practice – achievement transformation”. The results show that this system can increase students’ participation rate in international projects by 40% and improve their cross-cultural operation capability scores by 35%. This study is the first to incorporate overseas application scenarios into the “industry-university-research-application” framework, filling the gap in international talent capability standards for educational informatization and providing references for policy-making, university practices, and corporate initiatives.

The Enriched Twin: An Updated Ethical-Pedagogical Framework for K-12 Digital Heritage Education in the Agentic AI Era

2026-02-04T09:00:59+00:00

The rapid evolution of agentic artificial intelligence (Agentic AI) and digital twin technologies has profoundly transformed cultural heritage preservation and education. These tools enable immersive, interactive reconstructions of historical sites and artifacts, fostering deeper engagement with the past. However, they also pose significant risks, including the amplification of biases, perpetuation of colonial narratives, and erosion of community data sovereignty if applied without critical oversight. This updated framework revisits the ‘Enriched Twin’ project-based learning (PBL) program within a STEAM (Science, Technology, Engineering, Arts, and Mathematics) context, incorporating advancements in Agentic AI from 2024–2025. It interweaves three core conceptual threads: (1) the progression from static digital twins to semantically enriched, Agentic AI-augmented knowledge ecosystems; (2) a critical hermeneutics of AI, scrutinizing Agentic AI’s dual capacity as an analytical instrument and a propagator of cognitive biases; and (3) decolonizing methodologies that prioritize community data sovereignty and ethical co-creation. Practical modules encompass drone-based data capture and Agentic AI-assisted 3D modeling, culminating in collaborative development of ‘enriched’ digital twins for local heritage sites. This model cultivates technical proficiency alongside digital literacy, critical judgment, and ethical responsibility, aligning with UNESCO’s 2021 Recommendation on the Ethics of Artificial Intelligence and recent Agentic AI guidelines for education (UNESCO, 2025a). By embedding these principles, the framework extends beyond technical instruction to promote holistic development, preparing K-12 students as responsible digital stewards. Future research trajectories include cognitive-affective evaluations, design-based iterations, and action research on community partnerships to validate and refine this approach for broader applicability in digital humanities education.

Industrial Design Education: A Literature Review

2026-02-04T09:05:59+00:00

This review synthesizes research on industrial design education, highlighting technology integration and sustainability as key drivers. Studies explore the adoption of digital tools like VR and 3D modeling, balancing their potential for enhancing creativity with concerns over preserving traditional skills. Sustainability education research emphasizes practical, project-based learning to embed environmental principles, though implementation faces contextual challenges. Investigations into teaching methods reveal insights into student cognitive processes and the effectiveness of technological interventions. Furthermore, the field examines how policy and cultural factors shape curricula, alongside evolving career trends toward UX roles and interdisciplinary competencies. Methodologically diverse, the literature provides practical frameworks for educators. However, it remains fragmented, relying heavily on context-specific, small-scale studies, which limits generalization. Critical gaps include a lack of longitudinal data on skill retention, insufficient integration of emerging technologies like AI, and limited cross-cultural comparisons. Future research should prioritize longitudinal and comparative studies, deeper exploration of advanced technologies aligned with sustainability goals, and stronger industry collaboration to ensure curricula meet evolving professional demands.