CALL FOR PAPER - Vol 10 - Issue 1

The rapid rise of Artificial Intelligence in education opens up new vistas for redefining pedagogical approaches and evaluative mechanisms in tertiary institutions. However, the efficacy of integrating AI into academic circles primarily lies on the lecturers' propensity to adopt the technology and integrate it into practice. Therefore, the current study seeks to determine the extent of acceptance of Artificial Intelligence (AI) tools by lecturers for teaching and assessment in tertiary institutions in Nigeria. A cross-sectional descriptive survey research design was adopted, guided by the Technology Acceptance Model (TAM). A sample of 241 lecturers were purposively and randomly obtained from 3 Universities, 2 Polytechnics and 1 College of Education. Lecturers' Acceptance of Artificial Intelligence Tools for Teaching and Assessment Questionnaire (LAAITAQ), developed by the researcher, was used to collect data from the sample. The questionnaire was validated by specialists in Educational Technology and Measurement and Evaluation. Cronbach Alpha coefficient of 0.87 was established to guarantee the reliability of the instrument. Research questions were answered using means and standard deviations while t-test and one-way ANOVA were utilized to test the hypotheses at 0.05 level of significance. The findings show that generally, lecturers have a high level of acceptance for the use of AI tools for teaching (Grand Mean = 3.62, SD = 0.73) and assessment (Grand Mean = 3.58, SD = 0.74). Male and female lecturers have a similar level of acceptance of AI tools for teaching and assessment as there was no significant difference between the gender of the lecturers (t = 1.38, p > 0.05). Also, there was a significant difference in the acceptance level of AI tools for teaching and assessment based on the type of institution (F = 4.58, p < 0.05). Lecturers in universities recorded significantly higher level of acceptance compared to their counterparts in the polytechnics and college of education. The study concluded that lecturers in Nigerian tertiary institutions are quite receptive to the incorporation of AI in their teaching and assessment and recommended that efforts in the area of continuous professional development, infrastructural upgrades and enabling institutional policies are imperative to promote ethical and efficient deployment of AI in mathematics education.

The financial services sector in India has undergone rapid transformation due to regulatory reforms, digitalization, increased tax compliance requirements, and the growing complexity of financial reporting. These developments have significantly expanded the responsibilities of Chartered Accountants (CAs), who now function not only as compliance professionals but also as strategic advisors to businesses and individuals. This study investigates the role of Chartered Accountants in financial service delivery and examines the challenges experienced by clients while availing professional accounting and advisory services. The research is based on a descriptive research design and utilizes both primary and secondary data. Primary data were collected through a structured questionnaire administered to 105 clients of Prapratham Finserv Private Limited, Karnataka, using convenience sampling. Percentage analysis and descriptive statistical techniques were employed to interpret the findings. The results indicate that Chartered Accountants contribute significantly to financial planning, taxation, GST compliance, auditing, business registration, and strategic decision-making. The study further reveals that while the majority of respondents expressed satisfaction with the quality of services, several challenges remain, including inadequate awareness of available services, communication gaps, complexity of taxation laws, and frequent regulatory changes. Trust, timely communication, and technological adoption emerged as critical determinants of client satisfaction and long-term professional relationships. The study concludes that regional financial consultancy firms can enhance service quality by strengthening digital service delivery, increasing financial literacy among clients, improving communication practices, and adopting client-centric advisory models. The findings contribute to the growing body of literature on professional financial services and provide practical recommendations for Chartered Accountants operating in India's evolving regulatory environment.

Geothermal energy is one of the most underutilised yet strategically potent renewable resources in the global energy portfolio, uniquely providing dispatchable baseload electricity with capacity factors exceeding 75–90% — attributes unmatched by solar or wind technologies. This study employs a structured evidence synthesis and multi-scalar policy analysis methodology, integrating quantitative installed-capacity data from IRENA, IEA, and the Global Energy Monitor (2015–2024) with qualitative critical analysis of geothermal policy frameworks across global, African continental, and Nigerian jurisdictional scales. Nigerian geological evidence is drawn from peer-reviewed aeromagnetic, gravity, and heat flow studies of the Benue Trough, Jos Plateau, Niger Delta, Chad Basin, and Anambra Basin. Global installed geothermal capacity grew from 11.84 GW in 2015 to 15.1 GW by end-2024, a 27.6% decadal increase. Africa's installed base remains overwhelmingly concentrated in Kenya (≥985 MW conventional; >1,800 MW total by mid-2025 following Olkaria VI commissioning), with all other sub-Saharan African nations recording negligible commercial capacity. Nigeria currently has zero installed geothermal capacity despite geophysical evidence of elevated heat flow (>155 mW/m² in the Middle Benue Trough), shallow Curie point depths (6.0–8.0 km), and geothermal gradients exceeding 74°C/km — sufficient for binary-cycle ORC generation. Nigeria possesses credible but critically underexplored geothermal potential. The immediate policy priority is a nationally funded pre-competitive geothermal resource survey, complemented by dedicated legislation and a specialised public development agency modelled on Kenya's Geothermal Development Company. The convergence of the IEA's landmark EGS projections (800 GW globally by 2050), Nigeria's energy access deficit, and the enabling provisions of the Electricity Act 2023 creates a strategic window of opportunity demanding urgent policy action.

The study examined the risk factors of Neonatal mortality in Nigeria. These factor include; maternal education, maternal employment status, maternal age, family income, hypothermia status, asphyxia status, new born weight status, congenital disorder and Antenatal care (ANC). The study was conducted in South East Nigeria using Triangulation method with a total sample of 150 people consisting of 50 cases and 100 controls. The study reveals that socioeconomic and proximate factors affect neonatal death in rural Nigeria. The analysis of the study was done using logistic regression analysis and the result showed that newborn weight status was most influential factor on neonatal death. Health education and creating awareness in pregnant women and mothers in the communities is a sinequanon in order to curb neonatal mortality in rural Nigeria.

Modern psychological fiction tends to dig into how hidden experiences shape who people become. This study looks at how psychological concealment and identity play out in Alex Michaelides’ The Silent Patient and Dennis Lehane’s Shutter Island, using Freudian psychoanalysis as a lens. The focus is on how repressed memories and inner conflicts drive characters’ understanding of themselves and the worlds they live in. Through close reading, the study explores how these novels tackle repression, defence mechanisms, and unconscious struggles. What stands out is that concealment isn’t just about keeping secrets but it’s about rebuilding identity from the inside out. Alicia Berenson’s silence and Andrew Laeddis’ split identity show two ways people deal with experiences they can’t face. Both stories illustrate how the unconscious mind can twist self-perception and reality. By looking at these two thrillers side by side, the study shows that both authors treat identity as something fragile and shaped by what’s buried inside. Overall, this research adds to literary studies by showing that psychoanalytic criticism still matters when we’re trying to understand modern stories about memory, identity, and psychological survival.

Foundational Literacy and Numeracy (FLN) form the basis of children's lifelong learning and academic achievement. Ensuring that every child acquires basic reading, writing, and numeracy skills during the early years of schooling has become a national priority under the National Education Policy (NEP) 2020 and the NIPUN Bharat Mission, Government of India, 2020. However, tribal learners continue to face multiple educational challenges due to socio-economic disadvantage, language barriers, inadequate learning resources, and limited parental support, creating a significant research gap at the district level, particularly in Keonjhar District, Odisha. The present study aimed to assess the foundational literacy competencies, assess the foundational numeracy competencies, and compare these competencies among tribal learners studying in government and private schools. A quantitative descriptive survey design was adopted. The study included 150 tribal learners selected through stratified random sampling from 10 primary schools (five government and five private) in Sadar block of Keonjhar District. Data were collected using a researcher-developed Foundational Literacy and Numeracy Assessment Tool. Percentage analysis was used to assess literacy and numeracy competency levels, while an independent-samples t-test was employed to compare government and private school learners. The findings revealed that tribal learners demonstrated a satisfactory level of foundational literacy (M = 11.75) and numeracy (M = 12.08) competencies. Private school learners performed better than government school learners in both literacy and numeracy competencies. The study concludes that strengthening competency-based pedagogy, multilingual teaching practices, teacher professional development, and effective implementation of the National Education Policy (2020) and the NIPUN Bharat Mission can significantly enhance foundational learning among tribal learners. The findings provide useful evidence for educators, policymakers, and school administrators to improve the quality of foundational education in tribal areas.