EXPLORING

This research critically examines five contemporary sculptural artworks located on Ekehuan Campus, Benin City, focusing on their form, expression, and communicative potential. The study addresses the skepticism surrounding the ability of sculptural pieces to convey universal, non-verbal communication, independent of linguistic or idiomatic interpretations. This skepticism raises questions about the accessibility of the sculptural language to diverse audiences and its effectiveness in transcending cultural and contextual barriers. The research aims to explore how these sculptures communicate ideas, emotions, and narratives through their forms and expressions. By analyzing the selected artworks, the study seeks to uncover the extent to which they fulfill their communicative roles and resonate with both informed and lay audiences. Using a qualitative methodology, the research involves on-site observations, photographic documentation, and critical analysis of the sculptures’ aesthetic, thematic, and symbolic dimensions. Interviews with the artists and viewers provide further insights into the intent behind the artworks and their perceived impact. The findings reveal that while sculptural artworks on Ekehuan Campus exhibit remarkable creativity and thematic depth, their ability to communicate universally varies. Factors such as cultural symbolism, abstraction levels, and viewer familiarity significantly influence interpretation. The study concludes that effective non-verbal communication in sculpture requires a careful balance between universal themes and contextual nuances. This research contributes to art history and criticism by highlighting the dynamic interplay between form, expression, and audience perception in sculptural art, advocating for a more inclusive approach to public art creation and interpretation.

This study explores the relationship between digital literacy and academic performance among tertiary education students. As education becomes increasingly digitised, students are epected to navigate online learning platforms, conduct digital research, collaborate virtually, and utilises various technological tools. However, disparities in digital literacy levels may affect students’ ability to engage effectively with academic materials, leading to variations in performance. This research investigates how digital literacy skills—such as information retrieval, digital communication, content creation, and problem-solving—correlate with students’ academic success. A quantitative research design was employed, with data collected through structured questionnaires distributed to tertiary education students. Stratified random sampling was used to ensure diverse representation across different institutions, disciplines, and demographic groups. The collected data were analysed using descriptive statistics, correlation analysis, and regression modelling to determine the extent to which digital literacy influences academic performance. Findings indicate a strong positive correlation between digital literacy and academic performance, with students possessing higher digital literacy skills achieving better grades and engaging more effectively in academic tasks. The study highlights key areas where digital literacy impacts learning, as well as challenges faced by students with lower digital proficiency. The results emphasise the need for educational institutions to integrate digital literacy training into their curricula, provide access to digital tools, and implement policies that bridge the digital divide. By fostering strong digital literacy skills, universities can enhance student engagement, improve learning outcomes, and better prepare graduates for an increasingly digital world. This study contributes to the growing body of research on digital education and offers practical recommendations for educators, policymakers, and students to optimise the role of technology in academic success