School-wide publications

Permanent URI for this collectionhttps://dspace.njala.edu.sl/handle/20.500.144402/182

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Author: search.filters.author.Dumbuya, EmmanuelStart date: 2020

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Now showing 1 - 8 of 8
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    Personalized learning through artificial intelligence: Revolutionizing education
    (GSC Online Press, 2024-12-20) Dumbuya, Emmanuel
    Personalized learning, powered by Artificial Intelligence (AI), is reshaping education by addressing diverse student needs, bridging learning gaps, and enhancing academic outcomes. This paper explores how AI technologies, such as adaptive learning platforms, predictive analytics, and intelligent tutoring systems, contribute to more equitable and efficient education. Emphasizing the potential of inclusive access to AI tools, it highlights the role of technology in democratizing education globally. The research concludes with recommendations for integrating AI into educational practices to ensure broad, equitable impacts. This paper examines the applications, benefits, and challenges of AI-driven personalized learning systems and proposes strategies for their effective integration into educational frameworks.
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    Developing a framework for revising the curriculum to incorporate future skills such as digital literacy, critical thinking and adaptability, while aligning with global standards
    (GSC Online Press, 2024-12-20) Dumbuya, Emmanuel
    In response to the evolving demands of the 21st-century job market and society, this study proposes a comprehensive framework for curriculum revision that integrates essential future skills—digital literacy, critical thinking, and adaptability—while aligning with global standards. The framework draws upon established models, including the DQ Global Standards, which encompass 32 digital competencies across eight critical areas of digital life, such as identity, use, safety, and communication. Additionally, it considers the International Society for Technology in Education Standards which guide educators in leveraging technology to create impactful and equitable learning experiences. The study also references the Organization for Economic Co-operation and Development (OECD) Future of Education and Skills 2030 framework, which emphasizes the knowledge, skills, attitudes, and values students need in the 21st century. By synthesizing these frameworks, the proposed model aims to equip students with the competencies necessary to navigate and succeed in a rapidly changing global landscape. The implications of this research suggest that educational institutions adopting this framework can better prepare learners for future challenges, fostering a workforce that is proficient in digital technologies, capable of critical analysis, and adaptable to change.
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    Turning Resources into Results: Accelerating Capacity Building in Digital Learning at Njala University
    (2025-02-18) Dumbuya, Emmanuel
    Njala University is actively integrating digital learning solutions to enhance educational outcomes. This paper examines strategies for transforming available resources into measurable results through capacity-building efforts. Utilizing a mixed-methods approach—including policy analysis, stakeholder interviews, and institutional data review—this paper identify key factors contributing to successful digital capacity building. The findings suggest that strategic resource allocation, collaborative partnerships, and targeted professional development initiatives are critical for sustainable digital transformation in higher education. It discusses implications for digital learning at Njala University and proposes a framework to guide similar institutions.
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    Incorporating Future Skills: Digital Literacy and Critical Thinking for 21st-Century
    (RELX Group (Netherlands), 2025) Dumbuya, Emmanuel
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    Artificial Intelligence and Equity
    (2025-11-06) Dumbuya, Emmanuel
    This paper examines the potential of Artificial Intelligence (AI) to address educational inequities and enhance the quality of education in Sierra Leone. It explores the current state of education in the country, its challenges, and how AI-driven solutions can be strategically implemented to bridge gaps in access, improve learning outcomes, and promote equitable educational opportunities for all students, regardless of their socioeconomic background or geographic location. The paper also addresses potential ethical considerations and challenges associated with AI adoption in education and offers recommendations for responsible and effective implementation.
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    Adapting E-Learning Platforms for Low-Infrastructure Schools in Africa
    (RELX Group (Netherlands), 2025) Dumbuya, Emmanuel