The paper examines how telecommuting could serve as a panacea to the spread of COVID-19 in Nigerian Universities. The research sample consists of 119 respondents, of which 36 are lecturers and 83 are students. The primary source was used in data collection with a structured questionnaire which employed five-point Likert – scale. The questionnaire was administered to respondents online via Google forms (https://bit.ly/3cdbkSZ). The study adopted the qualitative and quantitative data analysis method. ANOVA, Correlation and Regression analyses were used to test the Hypotheses with the Statistical Package for Social Sciences (SPSS) version 25. The Cronbach Alpha test was adopted for the establishment of reliability Coefficient. The findings revealed that Telecommuting strongly affects the spread of COVID-19. Furthermore, we found that online teaching could help with social distancing. Social media has a negative correlation with community spread of COVID-19, while video conferencing has a positive impact on the importation of COVID-19 and that Internet usage could curb the spread of coronavirus in Nigerian University. The study concludes that telecommuting is an effective strategy the Nigerian Government should adopt in the educational sector to avoid any future disease spread that would disrupt the academic activities. The paper recommends that the ministry of health should enforce all the Institutions of learning in Nigeria from primary to Tertiary to be Information Communication Technology,( ICT) compliance to enable telecommuting to be active and efficient.

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Migration has remained a constant element of 21st-century changes (Appadurai, 1999; Gillespie, 2000; Georgiou, 2001). The prospects of a continuation are certain with growing gains in technologies of communication, transportation, and the increasing ease with which the world can integrate and function. The place of Nigerian migrants as reflected in some patterns and particularities (Georgiou, 2001; Adeniyi, 2008) of its elites reveals key characteristics useful for the understanding of discourses around migrants’ return and reverse culture shock (Naficy, 1999). While the coming home is often imagined, a few have proceeded to actualizations, and subsequently opening up new pedestals for the understanding of travelling and dwelling (Morley, 2000). This paper attempts a critical analysis of identifiable features and concludes that the revelations will ceaselessly grow in substance. The paper uses critical discourse analysis to evaluate the experiences of some elites, as rendered in formal and informal interviews, while also spicing it up with secondary data, obtained from media reports, and related literature. It eventually ended with a recommendation on the need for concerted development efforts to enable a realization of the likely higher quality lifestyle, which the elite might have left behind in the West.

This study aimed to ascertain how digital technologies have impacted teaching and learning capabilities in private universities post COVID-19 experience. Utilizing a descriptive research design, the response of a sample size of 229 lecturers from private universities in Abuja was obtained through a structured questionnaire whose reliability was tested with Cronbach’s Alpha method. Data obtained was analyzed with descriptive statistics, while the hypotheses postulated were tested with the multiple regression models through the application of SPSS version 20. Based on the analyses, the finding is represented in the following formula: Y = F(X1, X2, X3, U). Where Y represents learning capabilities measured through content assimilation and skill acquisition; F represents a function or dependent; X1 represents Zoom teaching and learning method; X2 represents Goggle meet/classroom teaching and learning method; X3 represents Social Media teaching and learning method; while U technical factors and acceptable error. Based on the findings, the study recommends that private universities should: start utilizing a combination of virtual and physical methods of teaching and learning; motivate lecturers to develop the culture of online teaching and learning through Zoom meetings and Goggle Classroom; as a matter of priority, provide the needed technical needs such as steady electricity, internet connectivity, data and laptops or computers for lecturers; and encourage and execute constant training for lecturers on the use of digital tools for teaching and learning.