Biography
Saka Abdulganiyu Olanrewaju is an academic and researcher with a strong foundation in guidance and counselling, educational psychology, and pedagogy. He holds a National Certificate in Education (NCE) from Kwara State College of Education, Ilorin, a Bachelor of Education (B.Ed) in Guidance and Counselling from the University of Uyo, and a Master of Education (M.Ed) and his PhD in educational psychology (in view), from Umaru Musa Yar'adua University in Katsina State and Taraba State University respectfully. Currently, he serves as a lecturer in the Faculty of Education at Federal University Wukari, Taraba State. In this role, he is committed to fostering academic excellence, mentoring students, and contributing to educational development through innovative teaching and research. His professional journey is marked by a passion for enhancing educational practices and student success. As a researcher, Saka has published numerous articles in both local and international journals, contributing valuable insights to the fields of guidance and counselling, educational psychology, and education in general. His scholarly work continues to influence educational policies and practices, reflecting his dedication to advancing knowledge and improving learning outcomes.
Conference contributions 2
TRANSFORMING EDUCATIONAL PARADIGMS THROUGH ARTIFICIAL INTELLIGENCE:
Personalized learning, adaptive assessment, and future pedagogical strategies
This paper explores the transformative impact of artificial intelligence (AI) on contemporary educational paradigms. By integrating AI-driven technologies such as personalized learning systems and adaptive assessment tools, educators can tailor instructional content to meet individual student needs, thereby enhancing engagement and learning outcomes. The study examines emergent pedagogical strategies enabled by AI, addressing both opportunities and challenges associated with its implementation in diverse educational settings. Furthermore, the paper discusses future directions for AI integration, emphasizing its potential to revolutionize teaching and learning processes in the digital age. Through a comprehensive analysis, this research aims to inform educators, policymakers, and researchers about the transformative potential of AI in shaping the future of education.
THE ROLE OF PSYCHOLOGICAL THEORIES IN SHAPING PEDAGOGICAL INNOVATION AND INSTITUTIONAL TRANSFORMATION
This paper examines the intersection of psychological theory and educational practice, investigating how foundational and contemporary psychological frameworks have catalysed pedagogical innovation and driven institutional transformation in higher and education systems. Drawing on constructivism, socio-cultural theory, self-determination theory, metacognitive theory, and positive psychology, the paper argues that theoretical fidelity to psychological research is not merely an academic luxury but an institutional imperative. Through a systematic conceptual analysis supported by contemporary empirical literature, the study explores how institutions that strategically embed psychological theory into their pedagogical architectures demonstrate measurable gains in learner engagement, academic achievement, teacher professional development, and organisational adaptability. The paper further situates these frameworks within transformative institutional models, including communities of practice, distributed leadership, and learning organisation theory. Findings indicate that the integration of psychological theory into educational policy and practice constitutes a transformative mechanism capable of reshaping institutional culture. The paper contributes to the emerging discourse on evidence-based educational design and calls for systemic, psychologically-informed approaches to curriculum reform and institutional leadership.