International Journal of Universal Education

The Role of Pancasila and Civic Education in Shaping Tolerance and Bhineka Tunggal Ika Attitudes Among Generation Z at Muhammadiyah Junior High School in Palangka Raya

Irvan Mahendra — Wed, 04 Feb 2026 00:00:00 +0000

This study aims to explore the role of Pancasila and Citizenship Education (PPKn) in shaping attitudes of tolerance and the values of Bhineka Tunggal Ika (Unity in Diversity) in Generation Z students at Muhammadiyah Junior High School Palangka Raya. This study used a qualitative approach with a case study design involving 13 informants, consisting of 9 students (grades VII, VIII, and IX), 2 PPKn teachers, 1 school counselor, and 1 administrative staff. Data collection techniques included in-depth interviews, participant observation, and document analysis. Data were analyzed using a thematic approach with the stages of transcription, coding, identification of main themes, interpretation of findings, and preparation of narrative descriptions. The results showed that PPKn learning played a significant role in internalizing Pancasila values through group strategy discussions, contextual examples, and reflection activities. Students' attitudes of tolerance were formed through formal learning and social interactions in the school environment, with the level of understanding developing according to grade level. Reinforcement of the Bhineka Tunggal Ika value was strengthened through a school culture that supports diversity, flag ceremonies, national day commemorations, and collaborative projects. Exemplary teachers, supportive guidance and counseling services, and inclusive school policies create a conducive educational environment for student character development. This study confirms that PPKn serves as an important vehicle for instilling the values of tolerance and Bhinneka Tunggal Ika (Unity in Diversity) in Generation Z, emphasizing the need to strengthen meaningful learning supported by a consistent school culture to develop citizens capable of living harmoniously in a multicultural society and possessing a strong commitment to national unity.

Evaluating Principals’ Administrative Planning Skills in Public Senior Secondary Schools in Ethiope East, Delta State

Wed, 04 Feb 2026 00:00:00 +0000

Background: Effective school administration depends largely on the planning ability of principals to manage financial, physical, and strategic aspects of educational institutions. In many public secondary schools, the level of administrative planning directly influences teaching quality, infrastructure condition, and long-term school improvement. Aim: The study was conducted to evaluate the administrative planning skills of principals in public senior secondary schools in Ethiope East Local Government Area of Delta State. It focused specifically on assessing their competence in financial planning, physical facilities maintenance planning, and strategic planning. Method: A descriptive survey design was used to collect data from 100 randomly selected teachers using a validated instrument titled Assessment of Principals’ Administrative Skills on Educational Planning Questionnaire (APASEPQ). The data were analysed using frequency counts, percentages, and mean scores to determine the levels and dimensions of principals’ administrative planning skills. Results and Discussion: Findings revealed that principals demonstrated a high level of competence in physical facilities maintenance and strategic planning, indicating effective supervision, stakeholder engagement, and goal-oriented leadership. However, their financial planning skills were only moderate, reflecting gaps in transparency, accountability, and detailed financial control. Overall, 68% of teachers rated their principals’ administrative planning skills as high, confirming that most school leaders are performing effectively in managing school operations but still require improved financial management capacity. Conclusion: The study concludes that principals in Ethiope East Local Government Area possess generally strong administrative planning abilities that positively influence school functioning. Nevertheless, their limited financial planning competence underscores the need for continuous professional development in budgeting, expenditure tracking, and accountability practices. Strengthening these areas will enhance principals’ overall effectiveness and contribute to sustained educational quality and institutional improvement across public senior secondary schools in Delta State.

Graduate Assistantships as Catalysts for Professional Development and Experiential Learning for Equitable Access in Higher Education

Moses Adeleke Adeoye — Wed, 04 Feb 2026 00:00:00 +0000

Background: Graduate assistantships have become essential components of higher education because they offer financial support alongside structured professional development, yet many institutions continue to struggle with inequitable access, unclear policies, inconsistent supervision, and limited coordination needed to maximise their developmental value. Method: This study used a qualitative desk-based research approach relying solely on secondary data from academic literature, institutional documents, and policy reports published between 2015 and 2025. Relevant materials were systematically identified, screened, and analysed through thematic content analysis to explore patterns related to assistantship design, experiential learning, student development, and institutional frameworks. Results and Discussion: The findings show that graduate assistantships provide significant opportunities for students to develop communication skills, teaching competence, research capability, leadership qualities, and reflective judgment through direct participation in academic, research, and administrative work. The analysis also reveals that the effectiveness of assistantships depends heavily on institutional structures, including clarity of roles, supervision quality, workload balance, and the presence of coordinated support led by Student Affairs units. Well-organised programs enhance experiential learning, foster professional identity formation, and promote equitable access, while poorly structured programs limit learning, create stress, and reduce developmental outcomes. These insights highlight how assistantships function as experiential learning environments where theory is integrated with practice and professional skills are strengthened. Conclusion: Overall, the study concludes that graduate assistantships are most impactful when intentionally designed, transparently managed, and supported through strong institutional policies and mentorship systems. Strengthening supervision, equity mechanisms, and Student Affairs coordination is essential for ensuring that assistantships fulfil their potential as transformative experiences that prepare postgraduate students for academic, administrative, and professional career pathways.

Lecturers' Competence Levels and Goal Achievement of Universities in Kwara State

Tue, 30 Dec 2025 00:00:00 +0000

Background: Universities rely heavily on the competence of their lecturers to achieve excellence in teaching, research, and community service. In the context of growing digital transformation, institutions face the challenge of ensuring that lecturers possess adequate technological, pedagogical, and professional competencies to drive institutional effectiveness and maintain academic quality. Aim: This study aimed to investigate the relationship between lecturers’ competence levels and the achievement of university goals in Kwara State, Nigeria. Specifically, it sought to determine the levels of lecturers’ competencies, assess the extent to which universities achieve their institutional goals, and examine how each competence dimension contributes to overall goal attainment. Method: A descriptive correlational survey design was adopted for the study. The sample consisted of 333 lecturers selected from three universities using proportionate stratified random sampling. Data were collected through a validated instrument titled Lecturers’ Competence Levels and Goal Achievement Questionnaire (LCLGAQ). The data were analysed using mean and standard deviation to describe competence levels and goal achievement, while Pearson’s Product-Moment Correlation was used to test relationships among variables at a 0.05 significance level. Results and Discussion: Findings revealed that lecturers exhibited high levels of technological and professional competence, but moderate levels of pedagogical competence. University goals related to teaching and research were highly achieved, whereas community service goals showed moderate achievement. Statistical analysis indicated significant positive relationships between all competence dimensions and university goal achievement, with technological competence emerging as the strongest predictor. These findings underscore the critical role of lecturers’ competencies in enhancing institutional performance and achieving academic excellence. Conclusion: The study concludes that technological, pedagogical, and professional competences collectively determine the effectiveness of universities in accomplishing their teaching, research, and community service mandates. Strengthening lecturers’ competencies across these dimensions will enhance institutional capacity to meet core educational objectives and sustain competitive performance in higher education.