Faculty Research and Publications

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Theoretical Approaches to Equitable and Sustainable Curriculum Design in Post-Pandemic Education in Jordan
(Common Ground Research Networks, 2025) Ramaila, Sam; Dhurumraj, Thasmai; Iraqui, Hena Ahmed
This article examines the theoretical frameworks crucial for developing equitable and sustainable curriculum designs in the context of post-pandemic education in Jordan. The COVID-19 pandemic has amplified existing disparities within the education system, underscoring the urgent need for curriculum reforms that prioritize inclusivity and resilience. This study explores key theoretical approaches—constructivism, social justice pedagogy, and systems thinking—as foundational pillars for designing curricula that meet diverse learner needs and ensure equitable access to educational opportunities. By integrating these frameworks, the article proposes actionable strategies for educators and policymakers to enhance curriculum development, creating an educational environment that is not only responsive to current challenges but also adaptable for future generations. In conclusion, this research highlights the importance of theoretical foundations in shaping educational practices that pave the way for a more equitable and sustainable educational system in Jordan.
Research on Implementation of Best Practices in Design and Development of K-12 Curriculum in Jordan
(Journal of Integrated Sciences, 2024) Iraqui, Hena Ahmed
This study investigates the implementation of best practices in curriculum design and development for K-12 textbook publishing within the curriculum development department of an educational publishing company in Jordan. Drawing on the framework established by Male (2012), the research identifies key aspects of an ideal curriculum design, including subject knowledge, essential skills, and personal development. The study adopts a parallel mixed-method approach, integrating qualitative and quantitative data collection and analysis simultaneously to ensure a comprehensive understanding of current practices. The short-term goal is to analyze the findings to propose procedural improvements within the publishing company's curriculum and development department. The long-term aim, beyond the scope of this research, is to extend the insights gained to other educational publishing companies across Jordan, offering actionable recommendations for enhancing curriculum design and development practices in the region; to be able to contribute towards the achievement of the United Nations Sustainable Development Goal, SDG4 (Quality Education).
Analyzing the multilevel interventions for effective implementation of social and emotional learning in the Jordanian school curriculum
(Universitas Ahmad Dahlan, 2026) Iraqui, Hena Ahmed; Olanrewaju, Muraina Kamilu
Social and emotional learning (SEL) programs are increasingly recognized for their critical role in fostering the holistic development of students. This paper evaluates the benefits of SEL and explores its integration into the Jordanian school curriculum, emphasizing the need for culturally responsive and context-specific approaches. Through a comparative analysis of leading SEL frameworks, such as the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Strong Start in the US, the Promoting Alternative Thinking Strategies (PATHS) in the UK, the Strong Kids in Hong Kong, and the OECD's Social and Emotional Skills framework, this study identifies key components and implementation strategies that have shown effectiveness in various educational contexts. Each of these programs offers unique insights into age-appropriate design, instructional delivery, and outcome measurement. This cross-contextual analysis reveals that successful SEL implementation in Jordan requires a multi-level approach involving curriculum integration, teacher training, community and parental engagement, and supportive policy frameworks. The paper argues that while international models provide evidence-based guidance, a localized adaptation is essential for relevance and sustainability. Ultimately, the study concludes that embedding SEL into Jordan's education system will not only enhance academic outcomes and emotional resilience but also contribute to the broader goals of student well-being, social cohesion, and future readiness. The paper suggested the need to invest in pre-service and in-service training for educators on SEL competencies and delivery methods.
Jordanian Textbooks and Education for Sustainable Development: Analyzing Reform in Curriculum Design
(Journal of Integrated Sciences, 2025) Iraqui, Hena Ahmed; Olanrewaju, Muraina Kamilu
The current paper review examines the processes involved in comprehensive curriculum reform in Jordanian textbooks, addressing the limitations of current educational models, which often prioritize rote memorization at the expense of critical thinking, creativity, and practical skills. The proposed reforms are framed within the Education for Sustainable Development approach, advocating for a multidimensional transformation. Key steps involved in successful curriculum reform include an initial evaluation of existing educational frameworks, stakeholder collaboration, content redesign, and ongoing monitoring and evaluation. However, several potential hindrances may obstruct this process, such as resistance to change, limited resources, and inadequate teacher preparation. The review concludes with a discussion on how the success of this reform hinges on the collaborative efforts of policymakers, educators, parents, and students, collectively advancing an educational system that is responsive to contemporary challenges and prepares learners for future opportunities.
Probing the Element of Greed and the Role of Divine Dispensation in Manoj Mitra’s Banchharam’s Orchard
(Vishwabharati, 2017) Qureshi, Tanveer; Karim, Ashraf
Exploring Omani EFL Learners’ Perceptions of AI Tools
(Digital Technologies Research and Applications, 12/2/2025) Ali, Eassa Ali Mohammed; Veettil, Roy Pushpavilasam; Al-Zaabi, Mohammed Ali; Sharafudeen, Misaj; Qureshi, Tanveer
This study employed the Technology Acceptance Model to investigate Omani English as a foreign language (EFL) learners’ perceptions and use of ChatGPT in English learning settings. A predominantly quantitative descriptive design was adopted, using a questionnaire that included primarily closed-ended items with three open-ended items added to support the quantitative findings. Data were collected from 198 students of two higher education institutions in Oman. Quantitative findings revealed that learners used ChatGPT both inside and outside class for learning English, mainly for obtaining explanations for unclear concepts and ideas, obtaining answers for English exercises, grammar correction and support, and idea generation. Correlation analysis showed that more frequent and longer use of ChatGPT was associated with a wider range of English learning purposes. Learners reported strong ease of use, positive attitudes toward ChatGPT, and an intention to continue using it. Qualitative findings supported the quantitative results, while also highlighting concerns about overreliance, accuracy, limited contextual depth, and academic integrity.
Sultana Daku: The history of the myth that surrounds an outlaw
(Daath Voyage: An International Journal of Interdisciplinary Studies in English, 2019-06) Qureshi, Tanveer
An elusive daredevil, a defiant rebel, a noble robber who robs from the rich and give to the poor a dreaded brigand, and a trigger happy dacoit, and, these are some of the essential characteristics that make up the heroic outlaw tradition. Sultana daku, the famous outlaw of colonial period, came from the notorious bhantu tribe which was famous for robbing and terrorizing people in 1920s United Province (present Uttar Pradesh). The bandit was finally captured and hanged in 1924. Social banditry as stated in Bandits (1969), Eric Hobsbawm’s masterpiece, is a reality that motivates certain forms of political resistance to oppressive regimes within peasant societies (Bandit 2000). Sultana daku is also regarded as one such Indian bandit, whose legend, over the course of time has been revived, celebrated, and sold through various forms of media outlets. Though there are very few primary historical documents, accessible to common masses, which deal with Sultana’s life history in detail, but it was his myth blended with facts and fiction which intensified and gave birth to an ongoing afterlife. From fiction to movies, the popularity that the figure has gained is an apt example of the powerful role that oral tradition could play in making any myth powerful. In the proposed paper, I have tried to make an effort to encapsulate the essential elements which characterizes the figure of an outlaw, with special reference to Sultana daku. I have also tried to trace back some sources in oral tradition, which were crucial in making Sultana popular. Lastly, I have also attempted to present a brief history of Sultana, and the myths and realities that surround his figure.
Reading the Legend of Paan Singh Tomar in the Light of Social Banditry
(Excellence International Journal of Education and Research, 2021-02) Qureshi, Tanveer
Social Banditry is a term coined by the prominent British historian and writer Eric Hobsbawm. The phrase implies that bandits, who are seen by the law and authority as criminals and a threat to the law and order of society, are regarded by their sympathisers as Robin Hoods with a noble cause. Since the publication of his seminal work Bandits (1969), Hobsbawm's social banditry model has furnished the students and scholars of banditry with some viable tools to evaluate the lives and shenanigans of bandits across the world. The present paper has, too, made an effort to see the life and bandit career of the notorious Chambal dacoit Paan Singh Tomar in the light of Hobsbawm's enduring analysis. While presenting the encountered bandit's short biography, it is worth mentioning that this research article has also attempted to understand the ethos and politics of those formidable badlands known as the Chambal Beehad, which once have been a safe haven for numerous ferocious dacoits.
The ICT facilities used in the teaching of oral English in secondary schools in Kosofe Local Government Area, Nigeria
(International Journal of Research in Education, Humanities and Commerce, 2020) Abudu, Z. A.; Lawal, M. A.; Abiola, M. O.
Information and Communication Technology (ICT), when applied to education, can be an effective tool in supporting the teaching and learning of Oral English in secondary schools, as it enhances the delivery and access to knowledge, improves learners’ performance, produces richer learning outcomes compared to education without ICT, encourages critical thinking, and offers unlimited means of achieving educational goals. The purpose of this study was to investigate the available and commonly used ICT facilities for the teaching of Oral English in secondary schools in Kosofe Local Government Area, taking into consideration the predictor variables of gender, school type, and teaching experience. A cross-sectional descriptive study was carried out among 250 respondents (50 teachers and 200 students) randomly drawn from ten (10) schools out of the 22 secondary schools within the Local Government Area. The data collected through a questionnaire were analysed using percentage (for the socio-demographic data and the first two research questions), the t-test (for research hypotheses 1–3), and the One-Way Analysis of Variance (ANOVA) (for research hypothesis 4) at a 0.05 alpha level using SPSS 20.0 for Windows. The Cronbach Alpha reliability test was used to ascertain the level of its coefficient reliability, which was 0.81. Results revealed that both teachers and students agreed that computers, whiteboards, VCD, DVD, CD-ROM, recorded tapes, radio, and TV were available, while only computers and whiteboards were unanimously agreed to be commonly used. Furthermore, none of the predictor variables of gender, school type, and experience revealed any significant difference in Oral English teachers’ use of ICT facilities. The implication is that these teachers had an insufficient understanding of the relevance of ICT facilities to their teaching. It was therefore recommended that both staff and students should be adequately trained, free of charge, on the proper utilization of ICT facilities.
Variables influencing functional literacy needs and enrichment interests of commercial drivers in North-Central Nigeria
(Abuja International Journal of Education, 2026) Yusuf, I.; Abiola, M. O.
This study investigated variables influencing the functional literacy needs and enrichment interests of commercial drivers in North-central Nigeria. Functional literacy—encompassing the ability to apply reading, writing, and numeracy skills to solve real-life problems—was examined within cultural, civic, economic, and social domains, alongside enrichment interests in prose, document, and quantitative literacy. Adopting a descriptive cross-sectional survey design, the study sampled 660 literate inter-state commercial drivers from Kogi, Kwara, and Niger States using purposive and incidental sampling techniques. Data were collected with a validated questionnaire and analysed using descriptive statistics and one-way ANOVA with Duncan’s post-hoc tests at a 0.05 significance level. Results revealed that age, religion, and formal education significantly influenced functional literacy needs, while ethnic background and driving experience did not. Conversely, all five variables—ethnic background, age, religion, formal education, and driving experience—significantly influenced enrichment interests. These findings, interpreted through Functionalism, Sociolinguistic, Adult Learning, and Human Capital theories, underscore the need for culturally inclusive, age-sensitive, and occupationally relevant literacy interventions. The study recommends developing multilingual materials, age-specific modules, and ICT-integrated, experience-based programmes in collaboration with relevant transport and safety agencies to promote lifelong learning and improve drivers’ occupational competence and socio-economic outcomes.
An evaluation of support services for students with special needs in Islamiyah school in Southwest Nigeria
(Indonesian Journal of Islamic Education Studies, 2025) Yahya, I. O.; Owoyale-Abdulganiy, I. S.; Azeez, R. O.; Abiola, M. O.
This study investigates the availability, effectiveness, and impact of support services for students with special needs in Islamiyah schools in Southwest Nigeria. Despite growing attention to inclusive education, many students with disabilities still face difficulties in transitioning through school and completing their education. Significant challenges include limited access to specialized support services, inadequate teacher training, and weak inclusive education policies. Although resources such as assistive technology, counselling, and specialized educational support exist, their implementation in Islamiyah schools is inconsistent and often dependent on external aid. Using a Convergent Parallel Design, the study collected quantitative and qualitative data from 17 Islamiyah schools through questionnaires and focus group discussions with teachers, school administrators, students with special needs, parents, and community leaders. Quantitative data were analyzed with SPSS, while qualitative insights were obtained through thematic analysis. The study's findings indicate that support services are inadequate and uneven, with urban schools generally better prepared than rural ones. The study highlights crucial factors for the educational success of students with special needs, such as family support, personal motivation, peer relationships, easy access to learning materials, and community involvement. The study emphasizes the need for policy reform, increased investment, and stronger stakeholder collaboration to improve inclusive practices in Islamiyah schools.
Analysis of COME errors in written compositions of secondary school students in Kwara State
(International Journal of Research and Innovation in Social Science, 2023) Yusuf, I.; Abiola, M. O.
Human being is characterized as distinct for the use of language and his ability to acquire and/or learn a language, with which he can explore and express the nature as well as nurture of settings, situations, and creations. Despite the gift, he is flawed with imperfection, thereby making him commit errors, even in language. Errors are deviant forms of language for breaking the standard rule guiding the use of the language. COME is an acronym for Content, Organization, Mechanics, and Expression as features of written composition; hence, errors committed on these features are termed COME errors. This study analyzed COME errors in the written compositions of secondary school students in Kwara State and specifically examined the influence of their field of study, gender, school location, and school type on the subject. The study adopted descriptive survey research; secondary school students III constituted the population for the study. 411 students were selected as sample using random and stratified sampling techniques. A researcher-designed test titled “Written Composition Test” was used as instrument for data collection. The instrument was validated using content validity and then tested reliable for obtaining 0.69 coefficient using a test–retest method of three-week interval and Pearson’s Product Moment Correlation. The findings of the study showed that Kwara State secondary school students committed content, mechanic, organization, and expression (COME) errors in their written compositions, with mechanics being the most committed errors, and all the variables, except gender, created a significant difference in the COME errors in the written compositions of secondary school students in Kwara State. It was therefore recommended, among others, that teachers should reform and redesign their methods and strategies of teaching writing composition while targeting how COME errors can be avoided, and students should be further exposed to various forms of COME errors and how to avoid them in their compositions.
Unveiling the power of pedagogically productive conversations among university teachers
(Jurnal Pedagogi dan Pembelajaran, 2024) Adeoye, M. A.; Akinnubi, P. O.; Makinde, S. O.; Owoyale-AbdulGaniy, I. S.; Abiola, M. O.
The significance and benefits of discussion in higher education contexts have the potential to improve teaching practices, encourage professional development, and ultimately enhance student learning outcomes. This study aims to analyze the potential impact of pedagogically productive conversations among university teachers. The research method employs a Systematic Literature Review (SLR). A literature search was conducted using academic databases such as PubMed, ERIC, and Google Scholar. Through a comprehensive review of relevant literature and firsthand insights from educators, the study explores the intricacies of pedagogically productive conversations, emphasizing their role in promoting collaboration and fostering a supportive academic environment. Furthermore, the paper discusses the challenges and barriers that may impede the implementation of such conversations and proposes strategies to overcome them. Overall, this position paper serves as a valuable resource for educators, administrators, and policymakers, offering insights into the transformative power of pedagogically productive conversations and advocating for their integration into university teaching.
A survey of the resources senior secondary school teachers use in teaching vocabulary in Ibadan North, Nigeria
(Global Journal of English Language Teaching, 2023) Abiola, M. O.; Ajibade, B. K.
This study surveyed the resources senior secondary school English language teachers use in teaching vocabulary in Ibadan North. The descriptive research design of the survey type was employed in the study. Using the purposive sampling technique, all the two hundred and twenty-four (224) English and Literature-in-English teachers in the study area at the time of this study constituted the sample based on the intervening variables of gender, qualification, school type, and experience. Only one hundred and ninety-six (196) questionnaires were properly filled and returned. A reliability coefficient of r = 0.90 was obtained using the Pearson Product Moment Correlation statistics. This showed that the items were of high stake. Findings revealed that the teachers seemed to make more frequent use of non-human instructional resources for teaching vocabulary than human instructional resources. Also, there were no significant differences based on teachers’ qualification, school type, and experience, except for gender. It was concluded that, aside from teachers’ gender, no other variable had any influence on the resources used for the teaching of vocabulary in senior secondary schools in Ibadan North. It was thus recommended that teachers should employ both human and non-human teaching resources during the teaching and learning of vocabulary.
Cultural approach to ethical development: A family and school environment education perspective
(Inovasi Kurikulum, 2025) Abiola, M. O.; AbdulKareem, H. B.
Ethical development is deeply rooted in cultural values, family structures, and educational experiences. Understanding how culture, family, and education intersect is essential to fostering a holistic ethical framework that aligns with societal needs. This study compares African and Western contexts to investigate how culturally specific family engagement and educational strategies influence ethical development in children. A systematic review methodology was used in this study to analyze 45 peer-reviewed articles (25 from African contexts and 20 from Western contexts) published between 2021 and 2025. The analysis identified common themes such as communal engagement, respect for elders, promotion of autonomy, and individual responsibility. Findings suggest that African cultures prioritize communal values and respect for elders, fostering empathy and collective responsibility. In contrast, Western cultures emphasize autonomy and self-expression, promoting critical thinking and personal moral judgment. Integrating traditional and universal values supports children’s moral growth, offering a holistic framework for navigating ethical challenges in a diverse world. Educators and policymakers must create ethical education that combines communal and individualistic values to respect cultural diversity and promote universal virtues.
Instructional materials secondary school English language grammar teachers use in Ilorin metropolis
(Al-Hikmah Journal of Arts and Social Sciences Education (AJASSE), 2023) Abiola, M. O.; Olaolu, A. I.; Yusuf, I.; Hammed, H.
English grammar appears to be one of the most difficult aspects of language. To teach it well, the usage of instructional materials in teaching English language is very important. The extent of teachers’ use of the materials for teaching English grammar in secondary schools in Ilorin metropolis, Kwara State was examined. It also analyzed the influence of teachers’ gender, school type, school location, qualifications, and experience on teachers’ material preference. The descriptive survey type was employed in this study. The target population comprised all the secondary school teachers in Ilorin metropolis, Kwara State, Nigeria. Purposive sampling technique was used to involve one hundred and nineteen (119) English language teachers from selected secondary schools in Ilorin metropolis of Kwara State. The data collected through Abiola’s (2012) questionnaire were analysed using percentage, mean and standard deviation rating, the t-test, and the one-way ANOVA statistical techniques. The major finding of this study revealed that none of the predictor variables of gender, school type, school location, and qualification had any significant influence on English language teachers’ use of instructional materials, except experience, during the teaching-learning process. This implied that English language teachers tended not to be very proficient in the use of instructional materials for teaching English grammar. On the basis of these findings, it was recommended that textbook writers and publishers should avail the right kinds of materials needed in the course of writing by organizing the contents of their textbooks in line with the current English curriculum.
Using co-curricular activities as engaging and motivating tools among the adolescent Internally Displaced People (IDPS) in Nigeria
(Nigerian Journal of Educational Foundations (NIJEF), 2019) Abiola, M. O.; Ajibade, B. K.; Mohammed, S. B.
High motivation and engagement in learning have consistently been linked to reduced dropout rates and increased levels of student academic success. Motivation and engagement greatly impact students’ learning and behaviour. Motivation is basically of two different types—intrinsic (internal) and extrinsic (external). The former is the self-desire to seek new things and new challenges, to analyse one’s capacity, to observe, and to gain knowledge. Conversely, the latter comes from influences outside the learner. Both intrinsic and extrinsic motivations are interwoven. Research findings revealed that learners’ participation and engagement in co-curricular activities could pave the boulevard towards improved academic performance and appropriate behaviour. In recognition of the immense benefits derivable from co-curricular activities, it was thus recommended that all adolescent IDPs should be given the freedom to choose the kind of co-curricular activities that please them, irrespective of their academic discipline. It was also recommended that both academic and non-academic teachers coordinating the available clubs should come to their respective clubs with resources that are relevant, classroom-tested, and above all, practical. School administrators and managers should ensure that coordinators of co-curricular activities are given both financial and moral support, as this would go a long way in motivating them to give their best during club and society periods. Parents/guardians are encouraged to educate their children/wards on the need to participate in co-curricular activities in school.
Assessment of materials used in the teaching of vocabulary in senior secondary schools in Ilorin-West LGA, Kwara State
(Ilorin Journal of Education (IJE), 2016) Adeniyi-Egbeola, F. O.; Abiola, M. O.
No text comprehension is possible, either in one’s native language or in a foreign language, without understanding the text’s vocabulary. This study analysed a plethora of materials used in the teaching of vocabulary in senior secondary schools in Ilorin West LGA of Kwara State, Nigeria. The descriptive research design of the survey type was employed in the study. The study population included all senior secondary school teachers of English language in Ilorin West LGA. All the 211 sampled teachers were purposively selected. The data collected through the questionnaire adopted from Abiola (2012) were analysed using percentage, mean rating, and the t-test at a 0.05 alpha level using SPSS 20.0 for Windows. A reliability coefficient of r = 0.89 was obtained. The researcher found that English language teachers teaching vocabulary in senior secondary schools in Ilorin West Local Government Area made more use of adapted passages and realia (real-life/concrete objects). Conversely, these teachers never made use of MP3 audio CDs and slides at all. There was also no significant difference between private and public school English teachers’ use of instructional materials for teaching English vocabulary. The implication is that public school teachers do not use instructional materials for teaching English vocabulary differently from their private school counterparts. It was therefore recommended that teachers update their professionalism by constantly attending seminars, workshops, in-service training, and reading academic journals and related research studies.
Analysis of the English language curriculum content aimed at teaching summary writing amongst secondary school students in Nigeria
(Al-Hikmah Journal of Arts and Social Sciences Education (AJASSE), 2023) Abiola, M. O.; Olaolu, A. I.; Fasola, A. O.; Adegbola, R. A.; Apaokagi, M. A.
The study was an exploration of the analysis of the English language curriculum content aimed at teaching summary writing among secondary school students in Nigeria. The aim of summary writing is to equip the learner with the technique that enhances comprehension and retention of written discourse. The review revealed that summary writing is not a theme on its own in the senior secondary school curriculum; it appears as a sub-topic under Theme 3 (Literacy skills – Reading comprehension) of each of SS1, SS2, and SS3 classes. Perhaps this is why some teachers in English-as-a-second-language (ESL) classrooms do not know exactly how to teach summary writing. It was thus concluded that the teaching of summary writing requires a conscientious use of innovative techniques, methods, approaches, and relevant instructional resources. Nevertheless, it was recommended that students should be made to realise that the aim of summary writing is to equip them with the technique that enhances comprehension and retention of written discourse. This is a skill they shall need throughout their lives. Moreover, English language teachers teaching summary should aim at enhancing the ability of learners to comprehend word meaning through context and to make notes thereafter, and not otherwise.
Psychotrauma and literacy of the adolescent Internally Displaced People (IDPs) in Nigeria: Implications for redefining content area literacy
(IMAN Medical Journal, 2016) Abiola, M. O.; Abiola, T.
Introduction/Methodology: By its very nature, illiteracy could lead to insecurity that could be further worsened by psychotrauma anywhere in the world. Family, social, economic, political, and other aspects of human security will tend to remain at stake in Nigeria if literacy is not adequately enhanced among adolescents, especially among Internally Displaced People (IDPs). Results: The review first identified adolescent IDPs’ major literacy needs as the inability to attend school and have access to educational materials and scholarships. It also discussed how these literacy needs could be acquired, enhanced, and utilized as an instrument to overcome the psychological wounds that affect their overall wellbeing. This entailed literacy processes that motivate and engage adolescent IDPs, including strategic teaching and learning in terms of focused reading and writing structured to inculcate leadership qualities. Conclusion: It was concluded that the framework that guided the study should be employed in overcoming the three major literacy problems (educational, emotional, and health-related) that IDPs face in their respective camps. It was, however, recommended that content area teachers must have an extensive knowledge base and develop strategies to facilitate the reintegration of adolescent IDPs back into their communities for personal growth and national development.

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