Abstract: The prolonged storage of expired laboratory chemicals in Zanzibar’s secondary schools presents a largely undocumented environmental and public health risk. In many institutions, inventory audits reveal chemicals that expired decades ago remain in storage, where prolonged aging blended with the poorly ventilated and inadequate laboratory conditions have resulted in significant and severe chemical degradation and deterioration of storage containers, thereby increasing occupational and environmental risks. In the absence of clear national policies, standardized disposal guidelines, and functional sewage or waste-treatment systems, schools have accumulated substantial quantities of obsolete reagents. Limited teacher awareness of chemical hazards, coupled with inadequate institutional oversight and resource constraints, has further exacerbated the problem. Using field observations, chemical inventory audits, and semi-structured interviews with chemistry teachers and school administrators, this study documents average percentage of expired and highly degraded chemicals, their physical transformations over time and state of storage conditions, possible health hazard to students and related staff, and possible environmental effects where improper disposal occasionally occurs. The findings reveal significant governance gaps, infrastructural deficiencies, and critical knowledge deficits in chemical waste management. The paper proposes an actionable framework for laboratory infrastructure, safe disposal, emergency risk mitigation, and long-term policy development tailored to resource-constrained educational settings. Addressing these legacy chemicals is essential for safeguarding public health, improving laboratory safety, and aligning Zanzibar’s education system with contemporary environmental standards.

Abstract: This paper analyzes the conceptual metaphors derived from Kisukuma spatial prepositions. Image schema theory and conceptual metaphor theory were employed to characterise various figurative expressions and conceptual metaphors used in conversations among the Sukuma people. This qualitative study utilised a self-data generation method for data collection, as the researcher is a native speaker of the language under study. Lakoff’s (1980) conceptual metaphor theory was used to characterise various conceptual metaphors as used in Kisukuma. The analysis focused on the Kimunasukuma dialect that is regarded as standard. It was established that Kisukuma prepositions are used metaphorically to express various senses in social conversations. Prepositions such as hi-kwi-gulya, mu-ku-mwi-, hasilili, ha-/ku-bhutongi, and hanuma are used as conceptual metaphors. However, not all prepositions can be used in this way. Furthermore, the study confirmed that metaphors are constructed from two inputs: the preposition and the noun phrase, although a single preposition can also stand as a conceptual metaphor. Features of the source domain (Landmark, LM) are mapped onto the target domain (Trajectory, TR) to derive the meaning of the metaphor. These concepts were adopted from Image Schema theory to characterise conceptual metaphors drawn from Kisukuma prepositions.

Abstract: This study investigated the contribution of Continuous Professional Development (CPD) to students’ academic performance in mathematics in selected secondary schools in Rwanda. Recognizing the pivotal role of teacher quality in student learning, the research aimed to evaluate how CPD influences instructional practices, examine the relationship between CPD participation and student achievement, and identify challenges teachers face in applying CPD knowledge. A mixed-methods approach was employed, involving questionnaires, interviews, classroom observations, and analysis of student assessment data from 305 learners and 36 mathematics teachers. Quantitative analysis revealed that students taught by teachers who had completed at least 35 hours of CPD scored significantly higher than those taught by teachers with fewer training hours. ANOVA results showed a statistically significant difference (F (2, 33) = 5.94, p < 0.01) among CPD exposure groups, and Pearson’s correlation (r = 0.46, p < 0.01) indicated a moderate positive relationship between CPD and student performance. Qualitative findings supported these results, showing improvements in learner-centered instruction, assessment use, and curriculum alignment. However, challenges such as limited resources, time constraints, overcrowded classrooms, and insufficient mentorship hindered effective implementation. The study concludes that while CPD has a positive impact on teaching practices and learning outcomes, its success depends on consistent delivery, subject relevance, and institutional support. It recommends policy reforms to ensure sustained and equitable CPD access, along with practical strategies to enhance classroom implementation and teacher support systems.

Zakari U Dodo – Department of Estate Management and Valuation, Niger State Polytechnic Zungeru, Nigeria

Hashimu Abdullahi – Department of Quantity Surveying, Niger State Polytechnic Zungeru, Nigeria

Email: musabawa1983@gmail.com

Abstract: The study examined the level of awareness and adoption of building project management tools among construction professionals in Niger State and the Federal Capital Territory, Abuja. A descriptive survey research design was adopted, involving a total population of 515 professionals: 149 architects, 175 quantity surveyors, and 191 builders working across construction firms in both locations. Data were collected using a structured questionnaire titled “Building Construction Projects Management Tools (BCPMTQ).” The instrument underwent expert validation by three specialists to ensure content accuracy, while its internal consistency was confirmed using the Cronbach Alpha statistic, which produced a reliability coefficient of 0.84. Mean and standard deviation were used to answer the research questions, and analysis of variance (ANOVA) was used to test the null hypotheses at the 0.05 level of significance. Findings showed that construction professionals demonstrated a high level of awareness of various project management tools used in building projects, with a grand mean score of 3.03. However, despite this awareness, the study revealed a low level of actual adoption of these tools in practice, reflected in a grand mean score of 2.42. Based on these findings, the study recommended that construction professionals should explore more effective ways of staying updated with current trends in project management tools to enhance project delivery. It was also recommended that the government support this effort by making the use of project management tools part of professional registration requirements and by encouraging their wider adoption in the construction sector.

Abstract: The researcher aimed to examine the challenge encrusting the usability of Information Communication and Technology in Adult Education through Open and Distance Learning. The study used qualitative research approach as well as case study design with the Regional resident tutor, instructor and learners as the research population. Researcher included 15 participants who were purposive sampled. interview and focus group discussion employed as the method of data collection. Thematical analysis was used to analyse data with direct quotation. The researcher found that limited ICT infrastructure, low ICT literacy among adult learners, and financial barrier to run ICT are the challenges facing the use of ICT in adult education through open and distance learning program in Dodoma. Moreover, findings found that enhancing digital literacy programs, strengthening technical support services, increasing accessibility of internet services is the best way to diminishing the above challenges for the betterment of stabilizing the usability of information technologic communication in adult education. It has been concluded that ICT has emerged as a priority in the delivery of teaching and learning, in adult education through open and distance learning. However, ICT encounter challenges like systemic issues, lack of skills, and economic constraints. It is recommended that the government, should address the difficulties facing the use of ICT within the adult education. Such efforts should focus on strengthening technological infrastructure such as ensuring the availability of computers and all relevant equipment, enhancing the capacity of instructors and reducing the cost of internet bundles.

Abstract: Intellectual property ownership is a serious issue, particularly when authors share the same names, making it hard to identify rightful owners. This obstacle extends to research institutions with similar acronyms, undermining trust in research and science. The study aimed at assessing the benefits and opportunities of persistent identifiers in addressing current research challenges. Persistent identifiers were invented to address challenges arising from the disorganised nature of the internet, which often resulted in URLs to internet endpoints becoming invalid which is called link rot, Huber (2016). Later on however it becomes interesting to note the role that they now play in research. The data collection instrument was a structured online questionnaire, using a quantitative methodology and a descriptive cross-sectional survey design. A stratified random sampling technique targeted individuals engaged in research and scholarly communication at three selected Zimbabwean universities. The Pilot Testing phase was essential for identifying and addressing weaknesses in the instrument, enhancing its validity and reliability before full deployment. The study’s findings align with the literature, revealing the diverse benefits of Persistent Identifiers, such as improved citation practices, increased research visibility, and enhanced networking opportunities. The conclusion emphasized that the recognition of PIDs benefits and implementation challenges calls for coordinated action to enhance research visibility, trust, and collaboration. The recommendations require institutional leadership, targeted resource allocation, and collaboration with research communities.

Abstract: School administrators play a pivotal role in shaping the conditions under which teachers implement competency-based curricula (CBC), particularly through leadership practices, resource allocation, and institutional support that influence teacher commitment. In Sub-Saharan Africa, CBC reforms have expanded rapidly over the past three decades; however, implementation outcomes remain uneven as school administrators operate within persistently constrained education systems. This narrative review synthesises empirical and policy-oriented literature on the system-level challenges confronting school administrators in strengthening teacher commitment to implementing CBC in secondary schools. The review draws on peer-reviewed studies from Google Scholar, ERIC, and Scopus, alongside grey literature from ministries of education, the United Nations Educational, Scientific and Cultural Organization, and the Organisation for Economic Co-operation and Development published between 1997 and 2025. The findings identify key system-level constraints, including limited instructional leadership capacity, weak professional development structures, large class sizes, resource and staffing shortages, accountability pressures, and policy–practice misalignment. Collectively, these interacting constraints position school administrators as change agents operating within highly constrained systems, thereby limiting their capacity to foster sustained affective and normative teacher commitment to implementing CBC. The review highlights the need for policy and institutional reforms that strengthen school-level leadership capacity and provide enabling conditions for administrators to support teachers’ engagement with CBC requirements. It concludes that without addressing the system-level constraints on school administrators’ capacity, efforts to strengthen teachers’ commitment and sustain CBC implementation in secondary schools are unlikely to succeed.

David Philemon Mang’ehe – Department of Electrical Engineering, Arusha Technical College, Tanzania

Email: barnabas.manyahi@atc.ac.tz

Abstract: The rapid rise of ChatGPT and other generative artificial intelligence (AI) tools has significantly reshaped academic practices in higher education, influencing how students learn, write, and engage with knowledge. Despite widespread adoption, concerns remain regarding academic integrity, originality, and learning quality. This study systematically reviews the impact of ChatGPT on university students’ academic work using the PRISMA framework. A comprehensive Scopus database search was conducted using keywords related to ChatGPT, generative AI, academic work, and higher education. From 2,825 initial records, filtering by year, subject area, document type, publication stage, and language yielded 405 English-language journal articles. Eighty high quality studies with at least 30 citations were selected for full review. Findings indicate that ChatGPT enhances academic productivity, writing quality, and conceptual understanding by offering immediate feedback and accessible learning support. Interactive use promotes self-directed learning and motivation, while passive reliance may hinder creativity and critical thinking. Significant ethical concerns including plagiarism, fabricated content, and misrepresentation of authorship were consistently reported, underscoring the need for institutional guidance. The review concludes that ChatGPT can effectively support academic work when embedded within clear ethical and pedagogical frameworks. Universities should adopt responsible integration strategies, including AI governance policies, assessment redesign, and digital ethics training, to ensure that generative AI enhances rather than undermines academic integrity and intellectual development.

Abstract: The transition to competency-based curricula (CBC) has intensified expectations placed on teachers as central agents of curriculum reform, requiring sustained professional commitment alongside pedagogical competence. While institutional factors influencing CBC implementation have received considerable attention, less synthesis exists on how teachers’ socio-demographic characteristics shape commitment to curriculum reform, particularly in Sub-Saharan Africa. This narrative review synthesises empirical and policy-oriented literature on socio-demographic determinants of teacher commitment in CBC implementation in secondary schools. This narrative review synthesised literature published between 1997 and 2025 sourced from Google Scholar, ERIC, Scopus, and relevant policy documents. The review focuses on key socio-demographic variables including age, gender, teaching experience, educational qualification, employment status, and school location. The findings indicate that socio-demographic characteristics influence not only the level but also the dominant dimensions of teacher commitment-affective, continuance, or normative-shaping how teachers engage with CBC reforms. Younger and more highly qualified teachers often exhibit stronger affective commitment, while older and permanently employed teachers demonstrate greater normative and continuance commitment. Gendered workloads, rural–urban disparities, and employment precarity further condition teachers’ capacity to sustain reform engagement. The review highlights the need for differentiated implementation strategies that recognise heterogeneity within the teaching workforce. It concludes that effective CBC implementation in secondary schools requires policies and practices that account for teachers’ socio-demographic realities alongside institutional support mechanisms.

Wambi Moses – Uganda National Institute for Teacher Education, https://orcid.org/0009-0006-2828-2654

Tebenkana Timothy – Makerere University

Tamale Victoria Kaggwa

Email: patrice.ssembirige@ncdc.go.ug

Abstract: This study explored students’ perceptions of administrators’ leadership styles and how these influence academic motivation and performance in selected secondary schools in Mukono District, Uganda. Guided by a qualitative phenomenological design, data were collected from 64 student leaders through Focus Group Discussions and 32 administrators (16 headteachers and 16 patrons/matrons) through semi-structured interviews. Using thematic analysis, three major themes emerged: (a) influence of administrators’ leadership styles on students’ motivation, (b) perceived administrative responsiveness to academic challenges, and (c) impact of administrators’ approachability on students’ academic performance. Findings revealed that supportive, democratic, and transformational leadership enhanced students’ motivation, confidence, and academic engagement, whereas authoritarian approaches diminished motivation and discouraged help-seeking. Responsiveness to academic challenges varied, with timely interventions boosting performance and inconsistent responses deterring reporting of difficulties. Approachability was found to be a strong predictor of academic effort, with students more likely to seek assistance when administrators were friendly, available, and visible. The study concludes that administrator behavior significantly shapes academic outcomes and recommends leadership training, improved recognition systems, strengthened responsiveness protocols, and greater administrative visibility. Implications for policy and practice include enhancing student-centered leadership approaches to improve academic performance in Ugandan secondary schools.