University of Ilorin Institutional Repository
The UILSpace is the official Institutional Repository of the University of Ilorin, Nigeria. Among others, the platform hosts registers of full texts of academic manuscripts (of thesis, dissertations, project reports, SIWES reports, journal publications etc) and other educational resources.
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- This page contains information on the wide range of centres in the institution from science and technology to governance, entrepreneurship, social studies, security and other relevant fields.
- This page contains theses and dissertations of students
- This page contains information on lecturers, students and researchers' scholarly work in faculty of law
- This page contains information on lecturers, students and researchers' scholarly work in faculty of life sciences
Recent Submissions
A Critical Review of Ethical Issues in STEM Teacher Education in Nigeria
(Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria, 2026-07) BELLO Abdulrazak Agboola
In an era where technological and scientific advancements are pivotal to
national development, this study examined the state of STEM (Science,
Technology, Engineering, and Mathematics) education in Nigeria. It aimed to
dissect the complexities, challenges, and opportunities within this educational
sector, particularly in the context of global educational trends and national
developmental imperatives. The study reviewed ethical issues in STEM teacher
education in Nigeria. It clarified the concepts of ethics, norms, and what
constitutes STEM Teacher Education. The study concluded that, beyond
professional ethics, STEM teachers also need grounding in ethical theories and
moral thinking skills. The study advocated for the inclusion of core courses on
ethical theories and moral thinking skills into the STEM teacher education
curriculum in Nigeria.
Empowering Visually Impaired Students: Developing Educational Assistive Technologies for Inclusion in the Nigerian University System
(Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria, 2026-07) AROKOYO, Bolanle Elizabeth; FAHM AbdulGafar Olawale; OGUNGBADE, Oyelakin Kunmi; ADEPOJU, Grace Feyisayo; NWOSU Florence Chika; ADIO, Adedayo Omobolanle; HUSSAINI, Kabiru
Students with visual impairments in Nigerian universities continue to
encounter significant barriers to learning, including inaccessible educational
materials, inadequate assistive technologies, insufficient institutional support,
and limited educator preparedness for inclusive teaching. This paper presented
a conceptual framework for promoting educational inclusion through the
development of localised assistive technologies, accessible learning resources,
educator capacity-building, and institutional policy reform. Drawing on
Inclusive Education Theory, the Social Model of Disability, Universal Design
for Learning (UDL), and the Capability Approach, the paper proposed an
integrated model to enhance access to higher education for students with
visual impairments. Central to the framework is EVISVision, an assistive
mobile learning application designed to support independent access to
educational content through text-to-speech, optical character recognition,
voice navigation, and offline functionality. The framework also emphasised
the conversion of academic materials into Braille, audio, large-print, and
screen-reader-compatible formats, as well as systematic staff training and
policy implementation. The paper contributed to the ongoing discourse on
inclusive higher education and offered practical recommendations for
advancing Sustainable Development Goals 4 and 10 through equitable access
to quality university education in Nigeria.
Keywords: Inclusive Education, Assistive Technologies, Accessibility, Policy
Reform
Glocalisation of Africa's Untapped Heritage from Primary to Tertiary Education: Community Service of Higher Education
(Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria, 2026-07) ADEDOKUN-SHITTU Nafisat Afolake; ABDUL RAHEEM, Modinah Adenike Oladayo; AJANI, Hammed Adedeji; NUHU, Muritala Kehinde; MEJABI, Omenogo Veronica
Higher education is the bridge that connects town and gown; they delve into
the corners to turn ideas into opportunities. Higher education instruction
should, therefore, encourage pupils to experiment. To preserve the slowly
deteriorating cultural values and increase the chances of cooperative inquiry based learning, creative problem-solving, and creative activities, the
GLOCALISE strategy, which combines global and local values, should be
employed. When youngsters are not exposed to a culture, it dies too soon. As
a result, all educational levels should incorporate the idea of glocalisation into
their curricula. At the primary level, this should take the form of a role playing or storytelling approach; at the secondary level, it should be project based; and at the tertiary level, it should be problem-solving. Each level's
various concepts ought to be connected to a proverb, idiom, artefact, antique,
custom, or culture. Contextualised learning makes a lot of sense; it is
enjoyable for students and fosters critical thinking and teamwork. Therefore,
this paper examined how the GLOCALISE strategy is using crowdsourcing to
explore some African cultural heritages globally (locally and globally) while
creating tools for teaching and student involvement that are available to
educators, parents, and other interested stakeholders. GLOCAL professionals
update and validate the curriculum, assessment, and instructional materials. It
is envisaged that this strategy will foster the creative minds of Africans and
turn unexplored African history into invaluable gems for the world.
Keywords: Glocalisation, Unmined Heritage, Community Service, Higher
Education
International Partnerships and Collaborations: University of Ilorin Strategies
(Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria, 2026-07) ZUBAIR Abdulhakeem; IBRAHEEM Lateef Onireti; SIMEON-FAYOMI Bolanle Clara; LAWAL Bilqis Abiola
This study examined the role of international partnerships and collaborations
at the University of Ilorin, focusing on their multifaceted significance in
enhancing academic quality, fostering research innovation, and promoting
global engagement. The research sought to illuminate how these
collaborations contribute to a more dynamic and enriched educational
environment. International partnerships facilitate the exchange of ideas,
knowledge, and best practices, which not only elevate the quality of academic
programmes but also enable faculty and students to engage in cutting-edge
research initiatives. Through a qualitative analysis of existing partnerships
with foreign institutions, this research identified the various dimensions of
collaboration, including student and faculty exchanges, joint research
initiatives, and curriculum development. This study employed a qualitative
research approach to investigate the international partnerships and
collaborations at the University of Ilorin. , The findings revealed that these
partnerships not only broaden the educational experience for students but also
foster a culture of academic excellence and innovation within the university.
Furthermore, the study identified the challenges and opportunities associated
with these international collaborations such as funding constraints and cultural
differences. With a critical insight into the University of Ilorin's strategic
approach to global partnerships, this research contributed to a deeper
understanding of how such collaborations can positively influence higher
education in Nigeria. The study underscored the importance of establishing
robust international links to prepare students for a globalised workforce and to
enhance the university's reputation on the international stage.
Keywords: Partnership, Collaboration, University of Ilorin, Strategies
Cross-Border Digital Education: Challenges and Opportunities for Universal Learning Access
(Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria, 2026-07) AGARWAL Raveesh; GANGWAR Kranti
Cross-border digital education offers immense potential to expand global
learning access, yet it is challenged by technological inequalities, digital
literacy gaps, language barriers, and inconsistent regulatory frameworks. This
study adopted a secondary data-based approach, drawing insights from
existing reports and academic literature to examine how digital education can
support inclusive and universal learning. The analysis highlighted critical
obstacles such as inadequate infrastructure, limited affordability, and
linguistic inaccessibility that continue to exclude marginalised learners.
However, it also identified emerging opportunities, including the use of AI driven learning platforms and international policy cooperation, to create more
inclusive educational ecosystems. The study concluded that while digital tools
can enhance educational outreach across borders, targeted reforms and
scalable frameworks are necessary to ensure equity and sustainability. The
study emphasised designing adaptable, culturally sensitive models that
prioritise both access and quality to bridge the digital divide and enable
lifelong learning for diverse populations globally.
Keywords: Cross-border, Digital Literacy, Education, Global Learning.