Abstract: Discussions of HBCU students’ content knowledge have centered around developing high impact, asset-based approaches to learning (Williams et al, 2022). So, HBCU teacher preparation providers (TPPs) can also focus efforts on culturally sustaining approaches to developing candidates’ content knowledge and researching how high impact practices, like teaching simulations, can help prepare candidates for classrooms. This exploratory case study uses critical cases (n=2); findings suggest candidates have a developing understanding of content, which forms a solid basis for increasing their knowledge. MRTSs are addressed as a potential high impact, culturally sustaining practice for building candidates’ content knowledge. Further, HBCU TPPs can take more comprehensive approaches evaluating content knowledge and incorporating longitudinal studies to track candidates from program entry to graduation and into the teaching profession. HBCU TPPs are the focus of this study, but the implications may be useful for any TPP desiring to improve candidates’ academic and professional outcomes. DOI: 10.61494/ijspe.v6n4a1 URL: https://doi.org/10.61494/ijspe.v6n4a1

Abstract: Adolescence is a critical period of development marked by significant physical, emotional, and social changes. However, unstable emotions, conflicts with older generations, and a tendency for risky behaviors make adolescents especially vulnerable to criminal activities. This study examines the increasing occurrence of digital fraud and gambling crimes among adolescents, including the emergence of sexual crimes involving deepfake technology. An analysis of juvenile crime data from 2000 to 2022 reveals that fraudulent crimes have doubled, particularly in online environments. Adolescents frequently use platforms such as online games, virtual currency exchanges, and messaging apps to commit fraud for financial gain. Crimes involving deepfake technology, where artificial intelligence is used to create fake explicit content, are also on the rise. These crimes are driven by economic challenges and psychological factors such as impulsive decision-making, poor moral judgment, and the anonymity provided by digital platforms. The lack of specific legal measures to address deepfake-related crimes has further intensified the issue. Adolescents often become both perpetrators and victims, emphasizing the need for comprehensive solutions. This study proposes an integrated approach that combines stronger legal penalties with preventive and rehabilitative education. By addressing the root causes and focusing on prevention, society can better protect young people from digital crimes. The research also calls for adopting successful international prevention models in South Korea to create a safer and healthier environment for adolescents.

Abstract: The purpose of this study was to enhance the soft skills and leadership effectiveness of academic leaders and staff at the University of Lagos (UNILAG), Nigeria. Training topics included weekly, three-hour virtual, interactive sessions conducted by expert faculty and practitioners in the areas of motivation, leadership mindset, team building, time management, human relations management, and performance evaluation. Anonymous surveys were conducted pre- and post-training delivery over six weeks. Survey results were categorized thematically using qualitative analysis. Results indicated 92% of attendees were positively influenced and highly motivated to work on self-improvement and team building in their leadership roles. Findings show participants felt highly motivated and encouraged to use newly acquired tools to enhance self-awareness, develop positive and growth mindsets, and improve teamwork. Although shared leadership was perceived as an interesting topic, future studies should explore cultural barriers to shared leadership and tailor LDP’s for better outcomes based on cultural values.

Abstract: Academic integrity is a critical issue in Australian universities and globally, as its absence leads to academic misconduct. This study explores academic integrity and misconduct from both lecturer and student perspectives at a large Australian university. Through 20 semi-structured interviews with business students and lecturers, a qualitative phenomenological analysis identified an “academic chasm” between these groups. Themes emerged around understanding integrity, power dynamics, and national culture. By comparing these perspectives, the research aims to bridge gaps in understanding and practice. Drawing on insights from various fields, this study provides a novel qualitative model to address integrity issues in higher education. The findings offer new directions for fostering mutual understanding and promoting academic integrity among lecturers and students.

Abstract: Technology is indispensable to today’s digital world. It has penetrated the education system, but with challenges. Among the challenges is how school leaders integrate technology at their schools, specifically their role for the successful integration of technology. This study explores school leaders' understanding of the ICT policy in education by investigating their transformational roles in technology integration. A qualitative exploratory case study was followed. Sixteen school leaders were interviewed, and a school walk through was held to collect data. Data were analysed thematically using ATLAS.ti 24. Findings reveal that school leaders in the selected Zambezi secondary schools lack understanding of their transformational role for technology integration. A tailor-made training program addressing specific technology standards and ICT policy awareness is recommended. The study has potential to provide worthwhile information for school leaders and researchers in their quest for effective technology leadership and integration at schools in the Zambezi region and Namibia.