ISSN: 1595-5842 | E-ISSN: 3043-5463 | Google Indexed | DOI Registered with Crossref | Peer-Reviewed Open Access Journal
Alvan Journal of Social Sciences International Peer-Reviewed Open Access Journal
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Alvan Journal of Social Sciences (AJSS)

ISSN: 1595-5842 | E-ISSN: 3043-5463 | DOI Registered with Crossref | Google Indexed

A scholarly platform for interdisciplinary research in governance, procurement, sustainability, education, development studies, environmental management, logistics, and the wider social sciences.

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Volume 3, Issue 1 (2026)

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Research Article

Transparency and Accountability in Public Procurement

N. O. Chibundu, B. U. Dike, U. Chris-Ejiogu

Pages 14-23 Read Article
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Urban Mass Transit and Socio-Economic Development in Abuja

Mohammed G. Yusuf et al.

Pages 35-49 Read Article
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Library-Led Open Access Publishing and Scholarly Communication

Essor Gospel Chisa, Mercy Douglas

Pages 186-193 Read Article

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Prof. Ngozi Casmir Ebomuche

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AJSS Article 013

← Volume 3, Issue 2 Contents

RETHINKING ECONOMICS EDUCATION FOR SUSTAINABLE DEVELOPMENT

Amanze O. Chimezie; Hope Onyinyechi Obasi; Sandralyn Ifeoma Obiukwu; Eucharia C. Okonkwo &

Journal
Alvan Journal of Social Sciences
Volume/Issue
3(2), 2026
Pages
151-158
DOI
10.67638/ajss-2026-v3-i2-013
Keywords
Rethinking, Economics education, sustainable development, ICT, instructional provision.
Corresponding author
Amanze O. Chimezie
Email
amanze.chimezie@alvanikoku.edu.ng
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Abstract

The researcher investigated Rethinking Economics Education for Sustainable Development in Imo- West, Imo State, Nigeria: Evaluating Tutors' ICT Quality Competence Instructional Provision. In this research, two research questions and two corresponding hypotheses guided the study. A descriptive survey research design was used in this study. 30,206 students from all 97 secondary schools in Imo State's Orlu Education Zones make up the study's population. The study used purposive and cluster sampling strategies to pick 395 students from 16 secondary schools in Orlu Education Zones, Imo State. Evaluating Tutors Quality Competence Instructional Provision Scale (ETQCIPS), a rating scale created by the researcher and consisting of 32 items rated as Extremely High Competency Level (EHCL), High Competency Level (HCL), Low Competency Level (LCL), and Extremely Low Competency Level (ELCL), served as the study's instrument. Cronbach alpha statistics yielded a reliability coefficient of 0.82. While the z-test statistics were used to test the hypotheses, the researcher used mean scores and standard deviations to analyse the data in order to answer the research questions. The findings showed that economics tutors' proficiency with ICT for high-quality instruction is limited and not statistically significant. Additionally, it was discovered that economics tutors in public senior secondary schools in Imo State's Orlu Education Zones have a high and noteworthy level of proficiency in mentoring techniques, classroom management, and classroom assessment for high-quality instructional delivery. These findings led to several recommendations, including that the government regularly provide workshops, seminars, and in-service trainings for tutors in the state's secondary schools led by computer specialists. Tutors will be able to acquire the ICT skills necessary to give education in classrooms.

Citation

Amanze O. Chimezie; Hope Onyinyechi Obasi; Sandralyn Ifeoma Obiukwu; Eucharia C. Okonkwo & (2026). RETHINKING ECONOMICS EDUCATION FOR SUSTAINABLE DEVELOPMENT. Alvan Journal of Social Sciences, 3(2), 151-158. https://doi.org/10.67638/ajss-2026-v3-i2-013

Amanze O. Chimezie
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