CENTRES

Permanent URI for this community

https://uilspace.unilorin.edu.ng/handle/123456789/18551

Browse

Browsing CENTRES by Issue Date

Filter results by year or month
Now showing 1 - 20 of 34
  • Item
    CISP MoU
    (Centre for Internationalisation and Strategic Partnership (CISP), 2026) Centre for Internationalisation and Strategic Partnership (CISP)
  • Item
    GLOBALISING EDUCATION: STRATEGIES, CHALLENGES, AND SUSTAINABILITY
    (Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria, 2026-07) Edited by Lateef Onireti Ibraheem, Raveesh Agarwal, Azeez Adesina Lukuman and Jumoke I. Oladele
    FOREWORD Humanity stands at a pivotal moment in its collective history, where diverse global interests increasingly converge in the pursuit of peaceful coexistence. The affairs of nations and societies have become profoundly interconnected, with relationships expanding to such an extent that no nation can thrive in isolation, while collective consciousness is increasingly shared across borders. Globalisation, therefore, signifies not merely growing interconnectedness but also the emergence of complex supranational interactions and interdependencies that shape virtually every sphere of human endeavour. At the heart of this global phenomenon, which is fundamentally aimed at advancing human development, lies the globalisation of the structures, practices, systems, and strategies of higher education, driven in large measure by the aspirations of the United Nations Sustainable Development Goals (SDGs). As globalisation continues to redefine institutions and practices across sectors, universities and other higher educational institutions are no longer constrained by geographical boundaries. Rather, they now operate within a global knowledge ecosystem in which collaboration and competition coexist, embedding international and intercultural dimensions into the core functions of teaching, research, innovation, and community engagement. Consequently, institutions of higher learning across the world are increasingly challenged to produce graduates who are not only academically accomplished but also globally conscious, culturally responsive, technologically proficient, and equipped to address complex societal challenges that transcend national borders. The contemporary landscape of higher education is thus characterised by a dynamic interplay between global forces and local realities. While the globalisation of education has created unprecedented opportunities for international collaboration, cross-border mobility of students and scholars, accelerated knowledge exchange, and innovation in teaching, learning, and research, it has simultaneously raised critical questions concerning equity, Globalising Education: Strategies, Challenges, and Sustainability iv cultural identity, quality assurance, digital inclusion, policy harmonisation, funding, and institutional resilience. This suggests that universities seeking to remain relevant and competitive within the global knowledge economy must pursue internationalisation with strategic intentionality. While striving to expand opportunities for knowledge exchange and strengthen their competitive advantage, they must equally ensure that their internationalisation agenda aligns with the broader imperative of sustainable development. Such alignment is essential because the evolving global context within which higher education now operates is characterised by the intersection of market competitiveness and sustainability. Accordingly, the pursuit of globalisation and sustainability in higher education should not become merely a positional exercise in which institutions perform sustainability primarily to enhance rankings and institutional reputation, rather than to contribute meaningfully to the global commons. Instead, higher education institutions must endeavour to balance global competitiveness with local relevance, ensuring that education remains a public good dedicated to human development and societal progress. The University of Ilorin has consistently positioned itself for this imperative, and as a forward-looking institution committed to excellence in teaching, research, innovation, community engagement and ethical leadership. Our vision extends beyond national relevance towards meaningful participation in the global knowledge ecosystem. Through strategic partnerships with universities, research institutions, development organisations, and international agencies across the world, the University continues to strengthen its international profile while remaining firmly committed to addressing local and national developmental priorities. The establishment of the Centre for International Education, recently renamed the Centre for Internationalisation and Strategic Partnership, clearly demonstrates this commitment. The Centre has continued to serve as a catalyst Globalising Education: Strategies, Challenges, and Sustainability v for internationalisation by promoting global academic partnerships, facilitating staff and student exchanges, encouraging collaborative research, and fostering intercultural understanding. With its longstanding engagement in the discourse, practice, and scholarship of the globalisation of higher education, the University of Ilorin recognises the complexities that characterise the evolving phenomenon of internalisation of education. It is against this backdrop that the Centre for Internationalisation and Strategic Partnership brought together distinguished academics, researchers, policy experts, and practitioners from diverse disciplinary and geographical backgrounds during its first international conference to deliberate on the opportunities and challenges associated with globalising education. Through rigorous discussions and scholarly engagement, participants, during the conference, offered rich theoretical insights, empirical evidence, and practical perspectives on strategies for advancing global education while addressing its inherent challenges. This publication is the outcome of that remarkable intellectual engagement at the International Conference on Globalisation of Education: Strategies, Challenges and Sustainability. The international conference, and its enduring legacy in this edited book, further demonstrates the unwavering commitment of the University of Ilorin to advancing knowledge, promoting international collaboration, and contributing meaningfully to contemporary educational discourse. It also reflects our commitment to sustainable development through the pursuit of education, not as an end in itself, but as a powerful instrument for societal transformation. The diversity of perspectives represented in the chapters of this edited book not only reflects considerable scholarly depth but also underscores the inherently interdisciplinary nature of contemporary educational issues. Collectively, these contributions demonstrate the indispensable role of collaborative scholarship in generating sustainable Globalising Education: Strategies, Challenges, and Sustainability vi solutions to global educational challenges. Indeed, each chapter offers a distinctive perspective through which readers may appreciate the varied dimensions, strategies, and complexities associated with the globalisation of education. Among the diverse themes explored are the imperative of digital technologies in the internationalisation of education, digital equity and sustainable global learning, digital sustainability in global education, cross-border digital education, and equitable access to education within the global landscape. The book also presents rigorous empirical analyses of curriculum internationalisation for equitable global impact, international partnerships and collaborations, bridging global approaches with local realities, enhancing trust and transparency in virtual teams, the glocalisation of Africa's untapped heritage, globalising reformation education programmes within correctional facilities, global university networks, online learning and carbon footprints, the internationalisation of higher education in South Africa, and many other contemporary issues of significant scholarly and practical relevance. It is particularly gratifying that the contributors to this edited book have examined these issues with remarkable intellectual rigour and practical relevance. Their analyses illuminate the multifaceted dimensions of educational globalisation while proposing strategies that are adaptable across diverse institutional and national contexts. I am confident that policymakers, educational administrators, academics, researchers, postgraduate students, and development practitioners will find this book an invaluable resource for both scholarship and professional practice. I warmly congratulate the editors, chapter contributors, reviewers, and the Centre for International Education and Strategic Partnership for producing this outstanding scholarly work. The collective efforts of all stakeholders, whose dedication made both the conference and this publication possible, exemplify the values of excellence, integrity, collaboration, and innovation that define Globalising Education: Strategies, Challenges, and Sustainability vii the University of Ilorin. Indeed, the successful organisation of the international conference from which this volume emerged further demonstrates the growing capacity of our Centre for International Education and Strategic Partnership to convene distinguished scholars and thought leaders in addressing issues of global significance. As this book reaches readers across the world, I trust that it will stimulate informed reflection, deepen scholarly discourse, and inspire meaningful partnerships that strengthen educational systems globally while remaining responsive to local realities. It is my sincere hope that the ideas presented herein will influence policy, enrich professional practice, and contribute to building more inclusive, resilient, and sustainable educational futures for generations to come. I therefore commend this book to scholars, policymakers, educators, development partners, and all who remain committed to the transformative power of education in an increasingly globalised world. May this publication stand as a lasting testament to the University of Ilorin's enduring commitment to academic excellence, global engagement, and sustainable development. Professor Wahab Olasupo Egbewole SAN, Vice-Chancellor, University of Ilorin, Ilorin Nigeria
  • Item
    Global University Networks: Strengthening Collective Impact in Higher Education
    (CENTRE FOR INTERNALISATION AND STRATEGIC PARTNERSHIP (CISP), 2026-07) AHMED Risikat Nike; OTUYELU Frank Olakunle
    Global University Networks (GUNs) are increasingly vital strategic alliances that enable higher education to tackle complex global challenges. They amplify collective impact through cross-border collaboration, resource sharing, and innovation. GUNs enhance educational quality, cultivate global perspectives, and improve graduate employability via student and faculty exchange, joint degrees and shared resources, driving groundbreaking research and solutions for global issues. Despite their potential, GUNs face hurdles such as technological disparities, administrative complexities, and the need for equitable partnerships. Future success hinges on embracing hybrid learning, digital credentials, and skills-based education aligned with the United Nations’ Sustainable Development Goals (SDGs). By developing robust digital platforms and fostering inclusive, bottom-up relationships, GUNs can effectively leverage their strengths. Case studies, including the Association of Pacific Rim Universities and Universitas 21, demonstrated their tangible impact in advancing academic excellence and social responsibility. Strengthening these networks requires an ongoing commitment to inclusivity and alignment with global development objectives.
  • Item
    The Role of Digital Education in Advancing Sustainable Development Goals: A Study of the Rohilkhand Region, Uttar Pradesh
    (Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria, 2026-07) AGARWAL Raveesh; BHATNAGAR Ankur; SOMANI Vikas
    The objective of the research is to explore the role of digital education in achieving the Sustainable Development Goals (SDGs) in the Rohilkhand region of Uttar Pradesh, India. For this study, both primary and secondary data sources were utilised. Primary data were collected from 159 participants in the academic field, including educators, students, and administrative staff. The study revealed that digital education significantly contributes to advancing the SDGs, especially SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth), by improving accessibility, enhancing the quality and relevance of educational content, and promoting inclusive learning opportunities. Furthermore, digital platforms are shown to foster digital literacy, technological skills, and lifelong learning, which are essential for economic empowerment and sustainable development. The findings highlighted the transformative potential of digital education to address regional disparities and promote equitable growth, thereby contributing to a more sustainable and knowledge-driven society in the Rohilkhand region. Keywords: Digital Education, Digital Literacy, Quality Education, Sustainable Development Goals (SDGs).
  • Item
    Economic Assessment of Cinnamon-Enriched Diets in African Catfish Hybrid (Clarias gariepinus ♀ × Heterobranchus bidorsalis ♂) Cultivation
    (Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria, 2026-07) JIMOH Wasiu Adeyemi; AYELOJA Ahmed Ayodeji; YUSUF Olatunji Yusuf; MATHEW Temitayo
    Abstract An assessment of the economic feasibility of including cinnamon in the diet of hybrid African catfish (Clarias gariepinus ♀ x Heterobranchus bidorsalis ♂) was conducted throughout a 56-day feeding trial. Two hundred and ten fingerlings of hybrid African catfish were acclimatised for one week, weighed, and assigned to five feeding regimens containing 0, 0.5, 1.0, 1.5, and 2.0.% cinnamon. The diets were isonitrogenous at 38% and isolipidic at 12%. Each treatment was replicated three times, with 14 fish per replication. Fish were fed 5% of their body weight in two equal portions daily. An economic analysis was conducted utilising cost incidence, profit index, profitability ratio, and cost return analysis as analytical instruments. The study's results demonstrated the viability of utilising cinnamon, as evidenced by favourable gross margins and net returns. CTR exhibited the highest levels of BCR and ROR, whilst DT5 showed the lowest. No significant differences (p>0.05) were seen in the BCR of fish fed the CTR and cinnamon-treated diets, except DT5. As the concentration of cinnamon increased, the BCR and ROR decreased. This study concluded that producing African catfish hybrids (Clarias gariepinus ♀ x Heterobranchus bidorsalis ♂) with diets using cinnamon powder is economically viable. Reduced levels of cinnamon powder (0.5g/100g) in dietary formulations appear to yield economic returns similar to those of the control group. Keywords: Cost incidence; Profit index; Profitability ratio; Cost-return analysis.
  • Item
    Beyond the Credit Hour: Aligning Nigerian Graduate Education with Global Standards for Rigorous Research
    (Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria, 2026-07) ALUKO, Joel Ojo,; JIBRIL, Nda Umar; ONASOGA Olayinka Abolore
    Abstract The debate about Nigerian graduate education is often framed as a choice between credit-hour programmes and research-intensive training. This policy analysis argues that the credit hour is not a cause of weak research performance. It is an administrative measure of student workload that coexists with productive doctoral systems, including the United States. The policy problem is how coursework, supervision, funding, infrastructure, research integrity, milestones, and programme accountability are configured and implemented. Using a structured comparative review of policy documents, statistical reports, quality codes, and peer-reviewed studies published from 2021 to July 2026, the paper compares Nigeria with the United States, the United Kingdom, Germany, India, South Africa, Brazil, and African Centres of Excellence. Evidence shows that successful systems combine coursework with research immersion, accountable supervision, funded research environments, external examination, progress review, transferable-skills development, and programme-level evaluation. Nigerian evidence links low productivity more strongly to inadequate funding, limited research time, weak mentorship, deficient facilities, and fragmented research support than to credit accounting. The paper therefore proposes a dual architecture: retain credits for taught and transferable skills components, but make progression and graduation dependent on verified research competencies and milestone completion. Recommended reforms include a national graduate research quality framework, doctoral schools, supervisor accreditation and workload limits, student and project funding, shared research infrastructure, digital repositories, external examination, programme data dashboards, and phased performance-based review. Nigeria should move beyond treating credits as sufficient evidence of doctoral quality, rather than eliminating credit hours. Alignment with global standards requires research ecosystems, transparent governance, and enforceable outcomes. Keywords:
  • Item
    Effectiveness of Team Building Activities in Enhancing Trust and Transparency within Virtual Teams
    (Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria, 2026-07) CARDOSO, Ibukunoluwa; DIUGWU Ikechukwu A.
    This quantitative study investigated the effectiveness of team-building activities in enhancing trust and transparency within virtual teams, a crucial area given the increasing prevalence of remote work. It addressed the challenges of fostering cohesion in geographically dispersed teams reliant on digital communication. Using surveys and assessments, the research measured the impact of interventions such as virtual workshops and collaborative tasks on key metrics: psychological safety, communication clarity, and accountability. The study sought to measure cognitive and affective trust among virtual team members, evaluate the impact of specific team-building activities on perceived transparency, and identify the most effective activities for enhancing trust. It also examined the correlation between the frequency of these activities and the levels of trust and transparency, while considering the influence of demographic factors. The outcomes of this research would inform strategies to optimise team dynamics, improve decision-making, and mitigate conflicts within virtual teams. The evidence-based findings aimed to guide organisations in developing comprehensive frameworks for virtual team collaboration and performance optimisation. This study would contribute to both academic discourse and practical application in organisational settings, offering insights into strategies that could enhance team performance, collaboration, and productivity in remote work environments. Keywords: Virtual Teams, Team-Building Activities, Trust, Transparency
  • Item
    The Role of Online Learning in Reducing Carbon Footprints and Enhancing Digital Sustainability in Global Education
    (Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria, 2026-07) AGARWAL Raveesh; GANGWAR Akash; GANGWAR Mayank
    Along with the digital transformation of global education, the concept of online learning has attracted more and more attention to the environmental side. This research focused on how online learning can be useful in minimising carbon footprints and promoting digital sustainability. It uses secondary data research methodology to synthesise knowledge that is based on academic publications, institutional reports, and case studies in determining the ecological and operational impact of e-learning. The results indicated that internet-based learning can significantly reduce greenhouse gases as it reduces commuting and decreases the use of physical infrastructure, as well as cutting down on paper. Besides, it helps to have energy-efficient learning environments and protect the reserves. Nevertheless, the problems of digital inequality and the environmental costs of digitisation infrastructures still exist. The research re-emphasises the relevance of inculcating environmentally sensitive and inclusive digital policies in educational systems. With proper behavioural alignment of online learning with global sustainable initiatives in the developing world, the education sector can make a valuable contribution to addressing climate change and advancing sustainability. Keywords: Online Learning, Digital Sustainability, Carbon Footprint Reduction, E-Learning.
  • Item
    Internationalisation of Higher Education in South Africa: A Qualitative Case Study
    (Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria, 2026-07) OLADELE Iyabode Jumoke; OLOBA Peter Babajide; KOLEDAFE Sunday Olawale
    Abstract Internationalisation of higher education has become a global trend, with African universities increasingly engaging in cross-border collaborations, student and faculty mobility, and curriculum internationalisation. Notable among the African countries pursuing rigorous internationalisation is South Africa, which has developed comprehensive policy frameworks aimed at addressing past inequalities and aligning with democratic values. It is against this background that this study examined the opportunities for internationalisation in higher institutions. This study adopted a qualitative research design using the case study approach. The purposive sampling technique was adopted to select academics of different nationalities with tenured appointments in South African universities. Data, which were collected using interviews and documentary analysis, were analysed using thematic analysis. Findings from the study revealed enhanced academic quality and curriculum development, increased research collaboration and knowledge exchange, faculty and student mobility, and economic and institutional growth as some of the opportunities arising from internationalisation and collaboration. The challenges identified included funding constraints and economic barriers, unfriendly policy and regulations, limited institutional capacity, geopolitical and safety concerns and brain drain. This study concluded that, as a leader in Africa's internationalisation of higher education, South Africa presents numerous opportunities for scholarly cooperation, economic development, and cross-cultural interaction. It is recommended that South Africa support the growth of higher education across Africa, among other initiatives. Keywords: Internationalisation, Higher education, African universities, Globalisation.
  • Item
    Globalising Education for Sustainable Development: Bridging Global Approaches and Local Realities
    (Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria, 2026-07) OKEOWO Precious Modupe
    The world is committed to achieving sustainable development, and education is central to the transformative change we wish to see. But the road to globalising education has not been smooth, especially in developing countries, like Nigeria, where local realities often conflict with global frameworks and imported models of education. This study critically analysed the apparent disconnect between global education for sustainable development (ESD) strategies and practical implementation in Nigeria. This study examined the theoretical underpinnings of global integration, drawing on policy analysis, comparative education, and historical reforms. It also discussed challenges such as inadequate infrastructure, curriculum misalignment, digital inequality, and cultural resistance that impede effective global integration. Finally, it suggested case-specific strategies to contextualise planetary educational aspirations without diluting its principled content. Bridging this gap would require a hybrid model that infuses global competencies into local knowledge systems, such as support for experiential learning and education, ensuring that education systems in Nigeria are globally relevant and socially and culturally sustainable. Keywords: Glocalising, Education, Sustainable Development, Local Realities.
  • Item
    Assessment of Maternal Knowledge on Exclusive Breastfeeding and Nutritional Status of Infants (0-6 months) in Ilorin South, Nigeria
    (CENTRE FOR INTERNALISATION AND STRATEGIC PARTNERSHIP (CISP), University Of Ilorin, Nigeria, 2026-07) GBADEBO Christiana Teniola; BABAYEJU Adeshola Ajoke; KAREEM Muritala Bolaji; ABDULKADIR Shakirat Odunayo; ABDULQUADIR, Ismail Ola; EGHAGHA, Precious Blessing; OYENIRAN Kehinde
    The study investigated maternal knowledge of exclusive breastfeeding and the nutritional status of infants (0-6 months) in the Ilorin South Local Government Area, Ilorin, Kwara State. Five research questions were raised, and two null hypotheses were formulated. A descriptive survey research design was adopted for the study, with the population comprising 2,754 lactating mothers from whom two hundred (200) were selected using multistage sampling. A structured questionnaire was used as the instrument for data collection, which had a reliability coefficient of .952. Findings of the study revealed that 172 (86%) of the respondents (3.18) were aware of exclusive breastfeeding; 120 (60%) of the respondents (2.79) practised exclusive breastfeeding; and 118 infants had B.M.I. values below 18.5, indicating that they were undernourished. 140 (70%) of the respondents (2.84) agreed that maternal knowledge on exclusive breastfeeding influenced their willingness and practice of exclusive breastfeeding. There is a significant difference between the nutritional status of exclusively and non-exclusively breastfed infants (p < 0.05), and the level of maternal knowledge significantly influences exclusive breastfeeding (p < 0.05). The study concluded that a majority of breastfeeding mothers have knowledge of exclusive breastfeeding. It is recommended that lactating mothers practice exclusive breastfeeding.
  • Item
    Strategies for Promoting Gender Equality in Basic Schools in Nigeria
    (CENTRE FOR INTERNALISATION AND STRATEGIC PARTNERSHIP (CISP), University Of Ilorin, Nigeria, 2026-07) AKINTOLA Mubarak Akinsegun; ODUTAYO Olayide Adesegun; ADEBAYO Abdullateef Adeshina
    The discourse on gender equality has increasingly gained traction among education policymakers over the years. This study examined effective strategies for promoting gender equality among basic school pupils in Ibadan metropolis, Oyo state, Nigeria. Descriptive design was employed in this study. The study population consisted of all basic schools in rural communities in Ibadan, Oyo State. A sample of 150 teachers was selected for this study, using probability random sampling techniques. Data gathered in the survey were analysed using percentages, mean, and standard deviation to answer the research questions. The findings revealed a significantly poor perception of gender inequity at the basic school level, with teachers observing high incidences of unequal treatment between boys and girls. Consequently, the study outlined strategies to address these issues, including emphasising education on gender equality, enforcing protective laws, ensuring equal access to leadership roles, and promoting gender-equitable school policies and activities.
  • Item
    Navigating Cultural Diversity in Globalised Education Systems: An Empirical Analysis of Leadership Practices among Student Unions
    (Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria, 2026-07) YUSUF Habibat Abubakar
    Abstract As education becomes increasingly globalised, higher institutions have become a hub for cultural exchange where individuals from different cultures, languages, and ethnic groups interact. In addition to academics, the institutions are places where students from many backgrounds can share their perspectives and experiences. Against this backdrop, educational leaders face the complex challenges of navigating diversity and fostering inclusivity where academic excellence thrives. This study employed a descriptive survey research design, focusing on undergraduate students at Al-Hikmah University. A sample of 200 students was selected from the population of 6,852 undergraduate students at the institution through simple random sampling to gather insights into their perceptions of the influence of culturally responsive leadership on student union leaders' practices. Data were collected using a structured questionnaire titled “Culturally Responsive Leadership and Students’ Participation Scale” (CRLSPS). The analysis involved descriptive statistics to summarise the data and inferential statistics, including regression analysis, to test the formulated hypotheses at a 0.05 significance level. Findings revealed that student leaders demonstrated a high level of culturally responsive leadership, with an overall mean score indicating effective cultural awareness and inclusive practices, as well as high participation in various campus activities. Based on the findings, the study recommends that universities implement training programs focused on culturally responsive leadership to equip student leaders with the skills needed to foster inclusivity. Additionally, institutions should create supportive environments that encourage active participation from all students, ensuring that campus activities reflect the diverse cultural identities of the student body. Keywords: Inclusiveness, Globalisation, Culture, Leadership practices.
  • Item
    Globalising Education on Neuropsychiatric Effects of Antibiotics
    (CENTRE FOR INTERNALISATION AND STRATEGIC PARTNERSHIP (CISP), University Of Ilorin, Nigeria, 2026-07) HUSAIN Waliyullahi Akorede; ZAKARIYAH Rahmat Folashade
    Antibiotics are well known for fighting infections, but what is often left out of the discussion is their impact on mental health. Their misuse - and even prescribed use - can disrupt the balance of gut bacteria, which plays an important role in how the brain functions. This disruption may cause neurotransmitter imbalances, subsequently leading to several neuropsychiatric disorders. As the world becomes more connected, it is important for healthcare workers to understand these effects. Improving education and encouraging global collaboration will help ensure antibiotics are used more wisely, support mental well-being, and allow exploration of safer alternative ways to treat infections.
  • Item
    Empowering Sustainable e-Commerce through Digital Education: Bridging Knowledge Gaps for Green Consumerism
    (Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria, 2026-07) MAHAUR Deepak; KUMAR Susheel
    Abstract Digital education is crucial in promoting sustainable e-commerce since it enables consumers and businesses with the knowledge required in green consumerism. This research filled knowledge gaps regarding ethical consumption and environmentally-friendly business operations via the utilisation of digital education. Secondary data was used to evaluate the effectiveness of digital literacy projects and sustainability-oriented learning platforms. The results indicated that although digital infrastructure is growing, there is lack of sustainability-related material within the digital education in mainstream. The inclusion of such materials, especially by using the AI-based and locally based modes of learning, can greatly promote the awareness of green consumer behaviour and sustainability of supply chains. The research illustrated that policy formulation, curriculum exchange, and local area centered interventions are necessary tools that can enable communities to obtain the digital assessments necessary to support responsible e-commerce. Keywords: Digital Education, Eco-Friendly Business Practices, Green Consumerism, Sustainable e-Commerce.
  • Item
    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
  • Item
    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
  • Item
    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
  • Item
    Curriculum Internationalisation in Nigerian Higher Education: A Strategic Approach to Global Practice
    (CENTRE FOR INTERNALISATION AND STRATEGIC PARTNERSHIP (CISP), University Of Ilorin, Nigeria, 2026-07) IBRAHEEM Lateef Onireti; OYEKULEHIN Ridwan Oyekulehin
    The internationalisation of curricula in Nigerian higher education is essential for aligning academic programmes with global standards and equipping graduates with the skills needed to thrive in an interconnected world. However, challenges such as outdated curricula, limited international collaborations, and inadequate policy frameworks hinder this progress. This study examined the significance of curriculum internationalisation, focusing on key elements of internationalisation, such as global partnerships, student and faculty mobility, multilingual education, and the integration of international perspectives into teaching and research. To achieve its objectives, the study proposed a strategic framework that included policy reforms, curriculum development, transnational education programmes, and the adoption of digital and multilingual content. By implementing these strategies, Nigerian universities can enhance their global competitiveness, bridge the gap between local and international educational standards, and produce graduates who are well equipped for diverse professional environments.
  • Item
    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.