ENHANCING

This study examines the role of technology integration in enhancing students’ academic performance in Biology in public secondary schools in Egor Local Government Area of Edo State. A descriptive survey research design was adopted, and data were collected through questionnaires from one hundred (100) students and twenty-five (25) teachers across five selected public schools in Egor Local Government Area of Edo State. The study was guided by five research questions. Data were analyzed using frequency counts, percentages, and mean scores, and the reliability of the instrument stood at 0.82 for students and 0.79 for teachers. The study revealed that the use of technology helps students understand Biology concepts better and improves their performance in examinations. It also showed that technology makes Biology lessons more interactive and engaging for learners. However, the availability of technological resources such as computers and projectors was found to be very low, and challenges like poor electricity and lack of internet access hinder effective integration. It was recommended that schools should invest more in modern technology tools and infrastructure, and provide regular training for teachers to enhance the use of technology in Biology instruction.

Advanced technical abilities have become more necessary in industries like engineering, healthcare, and information technology, yet conventional teaching approaches frequently lack real-world, hands-on experience. A revolutionary method that enables students to practice skills in a safe and regulated setting is simulation-based learning (SBL). Comparing SBL to conventional approaches, this study examines how well it improves technical skills with an emphasis on skill acquisition, retention, and real-world application. The study tackles issues including exorbitant expenses, the requirement for teacher preparation, and the challenge of producing lifelike simulations. The goal of the project is to create best practices for SBL programs by analyzing student involvement, evaluating learning outcomes, and identifying essential competencies. Additionally, it looks into how SBL helps close the gap between theory and practice, especially in domains with high stakes. The study explores theories about learner satisfaction, retention, and skill gain through comparison analysis. The results emphasize SBL's potential to enhance technical education, lower training costs, and create scalable, easily accessible solutions, with the goal of educating educators and policymakers. The significance of SBL in training a competent workforce for a quickly changing technological environment is highlighted by this study.

This study is based on the role of AI in enhancing Vocational and Technical Education in Nigeria. To achieve the purpose of this study, four research questions were raised and examined. Data were collected from one hundred and forty-one (141) respondents randomly selected from 4 levels in the Department of Agricultural Education in the University of Benin, Benin city. The questionnaire was the instrument for data collection. The descriptive survey research design was adopted for the study. An analysis of the data was done using mean score and standard deviation. The findings from the study include that there is a low level of AI inclusion in the teaching, and learning process of Vocational and Technical Education in the agricultural sector. This study is focused on an analysis of how AI should be integrated in the higher institutions under competent, well equipped and experienced workforce. The study recommended that government agencies, curriculum developers, and educators collaborate to fully utilize AI-powered tools and technologies. This collaboration would enhance learning experiences, improve practical skills development, and prepare students for the future of farming by offering personalized learning, virtual simulations, and data-driven decision-making. Consequently, students would be equipped with the knowledge and abilities to drive agricultural innovation and achieve self-sustainability. Furthermore, the study suggested that the government allocate sufficient funds to equip institutions with modern computers and learning materials, thereby improving learning outcomes, increasing efficiency, and promoting sustainable agricultural practices.