Queen Journal: Education, Technology, Science, and Social Humanities

Sovereignty, Power Politics and International Law: An Analysis of the United States' Arrest of Venezuela’s President and Its Implications for Nigeria and Africa

Yusuf Garba MANJO, Ismail Shola JIMOH — Wed, 18 Feb 2026 00:00:00 +0000

Background of Study: The principles of state sovereignty, non-intervention, and head-of-state immunity are foundational to the international legal framework. These principles, enshrined in the United Nations Charter and customary international law, are increasingly challenged by the unilateral actions of powerful states. The 2026 arrest of Venezuelan President Nicolás Maduro by the United States serves as a significant case that tests these principles.

Aims and Scope of Paper: This study aims to explore the legal and political issues surrounding the arrest of President Maduro, analyze how the incident highlights contemporary international power dynamics, and assess the implications of this event for Nigeria and African states within the broader context of international law and governance.

Methods: The research adopts a descriptive and analytical qualitative approach, utilizing secondary data from international legal instruments, scholarly articles, institutional reports, and reputable media outlets. The data is analyzed through qualitative content and thematic analysis, underpinned by international legal norms theory and realist power politics theory.

Results: The arrest of President Maduro presents a serious challenge to key international legal principles, such as sovereignty, the prohibition on the use of force, and head-of-state immunity, as it lacked host-state consent and UN Security Council authorization. The incident also underscores structural power imbalances in the international system, with the selective enforcement of legal norms and limited capacity of global institutions to regulate dominant powers.

Conclusion: Although international law remains crucial in theory, its effectiveness is constrained by power politics, as seen in the Maduro case. The study emphasizes the need for African states to engage in regional solidarity and collective diplomacy. It contributes to scholarly debates by combining legal and realist perspectives and highlighting African strategic concerns in global governance discussions.

The Role of Artificial Intelligence and Emerging Technologies in Enhancing Learning in Kwara State Schools

Rafat DAUDA, Abdulkarim Salimon GIDADO, Dauda Nafisah GIDADO — Tue, 07 Apr 2026 00:00:00 +0000

Background of Study: This study explores the role of Artificial Intelligence (AI) and emerging technologies in enhancing learning outcomes within Nigerian secondary education, with a focus on Kwara State. AI-driven tools, such as adaptive learning systems and intelligent tutoring systems, have the potential to improve instructional delivery, learner engagement, and access to educational resources. However, Nigeria faces challenges in integrating these technologies, including infrastructural limitations, teacher capacity, and policy constraints.

Aims and Scope of Paper: The aim of this paper is to critically review the influence of AI and emerging technologies on learning outcomes in Nigerian secondary schools, specifically in Kwara State. By synthesizing existing literature, the study seeks to identify key themes, gaps in current knowledge, and explore the potential of AI to enhance instructional practices, learner engagement, and data-driven decision-making.

Methods: This research adopts a Systematic Literature Review (SLR) approach, analyzing peer-reviewed studies and credible reports published between 2015 and 2025. The data were synthesized using thematic analysis to identify recurring patterns in instructional practices, learner engagement, resource access, and implementation challenges.

Results: The findings suggest that AI has significant potential to enhance personalized learning, improve instructional efficiency, and motivate learners. However, the evidence is context-specific and often based on self-reported data, with limited empirical validation of long-term outcomes. The effectiveness of these technologies depends on infrastructure, teacher preparedness, and policy support.

Conclusion: AI serves as a complementary tool to teachers, and its success depends on systemic alignment. The study identifies areas for future research and policy development to support AI integration in Nigerian education.

Science Educators’ Awareness And Utilization Of Emerging Technologies For Teaching Senior Secondary School Students In Ilorin Metropolis

Wed, 08 Apr 2026 00:00:00 +0000

Background of Study: This study investigates the awareness and utilisation of emerging technologies among senior secondary school Science educators in Ilorin Metropolis, Kwara State, Nigeria. As educational landscapes evolve, technologies like Virtual Reality, Augmented Reality, Blockchain, 3D Printing, and Artificial Intelligence (AI) are increasingly seen as transformative tools in teaching. However, there is limited research on how well Science educators in Nigeria are aware of and integrating these technologies into their teaching practices.

Aims and Scope of Paper: The aim of this study is to assess the level of awareness and extent of utilisation of emerging technologies among Science educators in Ilorin Metropolis. The paper seeks to identify gaps in awareness and utilisation, as well as the factors influencing the integration of these technologies in science education. It focuses on the use of innovative digital tools in secondary schools, providing insights into the challenges faced by educators in effectively employing these technologies.

Methods: The research employed a descriptive cross-sectional survey design, involving 176 Science educators selected through a multi-stage sampling technique from 85 secondary schools. Data were collected via a structured questionnaire focusing on educators' awareness and usage of emerging technologies. The instrument was validated by experts in science education and tested for reliability (coefficient = 0.72). Statistical analysis was performed using SPSS, applying descriptive and inferential statistics (t-test) at a 0.05 significance level.

Results: The findings revealed that most educators had limited awareness and usage of emerging technologies, with usage low across most tools except for AI, which was used mainly for assessments. A significant gap was identified between awareness and actual use, attributed to challenges such as poor infrastructure, inadequate training, and lack of clear implementation strategies.

Conclusion: The study highlights the need for targeted professional development, enhanced infrastructure, and mentorship programs to support the effective integration of emerging technologies into Science teaching, ensuring that educators can fully leverage these tools to improve educational outcomes.

Physical Work Environment as a Correlate of Teachers' Productivity in Public Secondary Schools in Ondo North Senatorial District, Nigeria

Deborah Olukemi ANJORIN — Wed, 08 Apr 2026 00:00:00 +0000

Background of Study: The decline in teachers' productivity has become a growing concern among educational stakeholders. One possible contributing factor is the physical work environment where teaching and learning occur. This study investigates the relationship between the physical work environment and teachers' productivity in public secondary schools in Ondo North Senatorial District, Ondo State, Nigeria.

Aims and Scope of Paper: The aim of this study is to examine how the physical work environment influences teachers' productivity in public secondary schools in Ondo North Senatorial District. The paper focuses on assessing the quality of the work environment and the level of teachers' productivity, as well as determining if there is a significant relationship between these two factors.

Methods: A descriptive survey research design was employed for this study. The sample consisted of 30 principals and 600 teachers selected from 30 public secondary schools using multi-stage sampling techniques. Data were collected through the use of two questionnaires: the Physical Work Environment Questionnaire (PWEQ) and the Teachers' Productivity Questionnaire (TPQ). Research questions were analyzed using mean scores and frequency counts, while the hypothesis was tested using Pearson Product-Moment Correlation at a 0.05 significance level.

Results: The findings revealed a low level of physical work environment quality in the schools studied, coupled with a moderate level of teachers' productivity. Additionally, a significant relationship was found between the physical work environment and teachers' productivity.

Conclusion: The study concluded that the physical work environment plays a crucial role in influencing teachers' productivity in public secondary schools in Ondo North Senatorial District. It recommends that educational stakeholders create a conducive and comfortable work environment to enhance teachers' performance and productivity.

Career Progression, Organisational Development and Employees' Performance in Public Universities, Kwara State, Nigeria

Wed, 08 Apr 2026 00:00:00 +0000

Background of Study:The increasing complexity of modern organizational environments has highlighted the importance of human resource development practices in enhancing employee performance, especially within public sector institutions. In Nigerian public universities, challenges like limited career advancement opportunities, inadequate training programs, and weak organizational systems have raised concerns about employee performance and institutional effectiveness.

Aims and Scope of Paper:This study aims to examine the relationship between career progression, organizational development, and employee performance in public universities in Kwara State, Nigeria. Specifically, it investigates how career progression and organizational development, both individually and in combination, affect employees’ performance.

Methods:The study adopted a cross-sectional survey research design, focusing on academic and non-academic staff in three public universities in Kwara State, with a total population of 5,162. A sample size of 408 respondents was determined using the Taro Yamane formula. Data were collected through a structured questionnaire, with the reliability of the instrument confirmed by a Cronbach’s Alpha coefficient of 0.777. Data analysis was performed using descriptive statistics, Pearson Product-Moment Correlation, and multiple regression analysis with SPSS.

Results:The findings revealed that both career progression and organizational development have a strong, statistically significant positive relationship with employee performance. Moreover, these variables, when considered jointly, significantly influence performance, explaining a substantial proportion of its variation.

Conclusion:The study concludes that career progression and organizational development are critical determinants of employee performance in public universities in Kwara State. Addressing these factors can lead to significant improvements in both employee performance and institutional effectiveness.