The emotional intelligence needs of Nigerian university lecturers in managing work‑related challenges were investigated in this study. A qualitative research approach of phenomenological interpretive design was used. Twelve university lecturers were selected purposively from three sampled Nigerian universities to participate in the research. The recorded interviews were transcribed and thereafter analysed with the assistance of ATLAS.ti 8 software. The four main themes that emerged were (a) struggling with regular work activities and emerging emotions, (b) finding a balance amidst many different demands and the lack of resources, (c) adaptability and adjustment problems, and (d) lack of emotional support from the university and possible reasons. The findings revealed that emotional intelligence needs regarding self-management and the management of relationships are present within the universities. The study also revealed that there is a need for institutional based policy to steer the addition of emotional intelligence exercise in academic systematic Professional improvement undertakings to ensure quality management of work challenges and the associated emotions. It is suggested that such training could be implemented through seminars and workshops in the various departments.

This study investigates ethnic marginalisation and indigene-settler problems at selected universities in Nigeria. Three universities and 12 participants were purposively selected for the study. Face-to-face, semistructured, and individual interviews were utilised to obtain information from the participants regarding their various universities. The data were uploaded on ATLAS.ti 8, qualitative data analysis software for proper management and grouping of transcribed data for further data analysis. Four themes emerged: (a) contextualising ethnic marginalisation and indigene-settler issues; (b) emotional bonds and determination to preserve ancestral land; (c) cultural bonds and determination to preserve traditional practices; and (d) effects of ethnic marginalisation and indigene-settler issues. Further interpretation of the themes revealed that attachment to cultural heritage such as landed properties, cultural life, and practices and economic and indigene dominance were factors driving ethnic marginalisation. The study further found that ethnic marginalisation and indigene-settler problems influenced the emotional and psychological wellbeing and functioning of university lecturers in the selected institutions. The findings also revealed that protests and problems among ethnic groups resulted from the activities of indigenes and settlers when placed in positions of authority (e.g., biased way of recruiting, removing, and promoting ethnic members). The study concludes that there is a need for an integration programme with a practical implementation strategy to ensure peaceful coexistence of ethnic groups within the universities.

Researching indigenous people has been characterized by debate on what indigenous knowledge systems and epistemologies should guide the research. This debate is a result of limited knowledge of who indigenous people are, and what epistemologies, philosophies, cultural values and practices that inform their physical and spiritual beliefs. There are questions on how the indigenous research paradigm and research methodology can help to provide quality research outcomes. However, these questions have deterred emerging scholars and practitioners who are interested in researching indigenous people. This chapter aimed to advance awareness of what scholars and practitioners need to know about researching indigenous people in contemporary times. An exploratory approach was used to identify, describe and discuss information from diverse publishing sites to build holistic knowledge for scholars and practitioners. The concepts that the scholars and practitioners can refer to, for an appropriate understanding of indigenous people were defined. Then, considered why the research on the indigenous population by scholars and practitioners matters. The chapter presented and discussed the indigenous research paradigm and research methodology suitable for the indigenous setting. The chapter also explored relevant human rights frameworks and the competency to guide scholars and practitioners in an indigenous setting.

Artificial intelligence chatbots are becoming the new trend of technology in the education sector and competitively changing teaching and learning environments with innovations. Artificial intelligence is a field of science studying and producing machines that think, behave, and solve specific human problems. The study explained the place and role of artificial intelligence chatbots in adult education and the training of adult educators in Nigeria. The article also explored the likely challenges to limiting the successful implementation of artificial intelligence chatbots in adult education. The study concludes with recommendations for policy, practice, and future studies on artificial intelligence chatbots in adult education and the training of adult educators.