The digital empowerment of the information society is related to whether or not one has the capacity to use information technology and its contents, and whether or not one could maximize the possibilities of information technology to participate meaningfully in society. This paper investigated the extent of digital empowerment of university students in South East Zone of Nigeria. Four research questions were used. Simple random sampling technique was used to select 1,125 year two students for the study. A 60 -item questionnaire was used to collect data which was analyzed using mean and standard deviation. Findings indicate the students were aware of the empowering potentials of digital technologies and were motivated to be digitally empowered. However, technical access and competencies in digital technologies were lacking, implying that the prerequisites for digital empowerment of youths (awareness, motivation, technical access, and competence) were inadequate. Some recommendations for digital empowerment of university students were made.
<p>This study examined the rationales, mechanisms and challenges of quality assurance in<br />teachers’ professional practices with focus on Anambra State of Nigeria. Four research<br />questions guided the study. The study adopted the descriptive survey research design. The<br />sample size involved 524 teachers drawn from various primary schools in the State. A<br />30-item questionnaire, structured on a modified 4-point Likert scale was used to collect data.<br />Data was analyzed using factor analysis; mean ratings, standard deviation and Pearson<br />correlations. Among the findings was that there are high and positive correlations among the<br />rationales, mechanisms, challenges and quality assurance for effective teacher professional<br />practices in Anambra State. It was recommended among other things that mechanisms for<br />adequate funding/financing of primary education, utilization of innovative methods and tools<br />for effective curriculum delivery, infrastructural development and constant<br />monitoring/supervision of resources as well as continuous staff development should be put in<br />place by teachers, government and private sector for quality assurance in teachers’<br />professional practices.</p>
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