Communities in LCU Repository
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- Inaugural lectures by Professors from different Faculties of Lead City University
Recent Submissions
Influence of Twitter on Public Diplomacy between Nigeria and China Relations, 2015-2023
(Lead City University, Ibadan, 2025-12) Gbemisola Aminat AKINLOYE
Diplomatic tools come in response to a rapidly globalising world where communication and influence no longer hinge solely on state-level negotiations. With the rise of digital platforms, social media has emerged as a critical component in the global communication landscape, offering governments, institutions, and individuals a platform to engage in dialogue, promote cultural exchange, and influence global opinions. Drawing on Soft Power theory, Constructivist theory, and Agenda-Setting theory, the research interrogates how digital platforms reshape narratives, identities, and issue salience in bilateral engagement. Employing qualitative content analysis of secondary sources, official communications, news reports, academic literature, and archived social-media content, the study traces patterns of state and non-state digital interaction
and their implications for trade, culture, education, and governance. Findings indicate that social media has amplified diplomatic visibility and broadened participatory channels: Nigerian and Chinese actors use platforms to project national images, mobilize support for initiatives, and sustain people-to-people exchanges. Soft power dynamics surface in cultural programming and educational outreach; constructivist processes explain how online discourse produces evolving identities and norms; and agenda-setting mechanisms reveal how actors prioritize issues to shape public attention. However, these opportunities coexist with significant risks, misinformation, platform asymmetries, uneven digital literacy, censorship, and regulatory uncertainty, which erode trust and complicate coordination. The study argues that realizing digital diplomacy’s benefits requires policy frameworks that promote media literacy, incentivize cross-platform engagement, institutionalize transparent communication practices, and support collaborative fact- checking. By centring an African perspective on digital diplomacy, the research contributes empirically grounded insights for diplomats, policymakers, and scholars seeking to harness social media for more informed, resilient, and equitable Nigeria–China engagement.
Keywords: Twitter, Public Diplomacy, Social Media, Nigeria–China Relations
Word Count: 265
Comparative Appraisal of Nature and Management of Nagorno-Karabakh Region and Nigeria-Bakassi Pennisula Crises
(Lead City University, Ibadan, 2025-12) Adekunle Abdulkabir AKINLADE
This study investigates the complex dynamics of the Nagorno-Karabakh conflict and the Nigeria- Bakassi Peninsula dispute, two significant territorial conflicts that share common elements despite geographical distance and highlight the interplay of historical grievances, ethnic identities, and geopolitical interests. The former primarily involves Armenia and Azerbaijan, deeply rooted in ethnic tensions about historical claims to the land, being a flashpoint since the dissolution of the Soviet Union. Ethnic nationalism and external regional powers such as Russia and Turkey, driving this conflict complicates resolution efforts, often exacerbating tensions while attempting to mediate peace. The latter centres around ambiguous colonial-era borders, and competing claims over the resource-rich Bakassi Peninsula, which is strategically important
for both Nigeria and Cameroon. Three theories are adopted to espouse the work, relying on ample utilisation of secondary data, and content analysis as potent instrument for achieving the comparison. The pivotal 2002 ruling by the International Court of Justice (ICJ) was in favour of Cameroon. Findings from this comparative analysis reveals broader geopolitical implications of both conflicts and emphasises the necessity for inclusive dialogue that considers local perspectives. Effective conflict resolution requires not only legal and diplomatic interventions but also an understanding of the historical and cultural contexts that underpin these territorial disputes. Russia’s historical ties to Armenia and Turkey’s support for Azerbaijan illustrate how external interests can hinder progress. Recommendations include using education to address historical narratives and national identities, promoting long term reconciliation and cultural identities, integration of economic development strategies, prioritising inclusive dialogue and negotiation. Ultimately, this research contributes to understanding of territorial conflicts, illustrating the interplay of local, national, and international dynamics. Keywords: Colonial Legacies, Conflict Resolution, Ethnic Identity, Geopolitics, External Factors, Resource Control
Word Count: 282
Periodic Assessment of Relations between European Union and African Union (2017-2022)
(Lead City University, Ibadan, 2025-12) Oluwakayode Courage AKINKAHUNSI
This study assessed the nature, key policy issues, operational challenges, and future prospects of African Union (AU) and European Union (EU) relations between 2017 and 2022 with the objective of determining whether the relationship reflects mutual cooperation or structural asymmetry. It addressed the gap in existing literature by offering a critical and data-driven synthesis of AU–EU interactions using Dependency Theory and Neo-Gramscian Analysis to interpret how financial, diplomatic, and policy instruments reproduce historical patterns of inequality. The research adopted a qualitative descriptive design. The population comprised institutional documents, policy declarations, summits, funding records, and partnership frameworks produced by both AU and EU between 2017 and 2022. A purposive sampling technique was used to select relevant AU and EU strategic reports, continental development plans, and financial instruments including NDICI, Global Gateway, and the EUTF. Data was collected through critical documentary analysis and analyses using thematic content analysis supported by theoretical interpretation. Findings revealed that while over €50 billion was invested by the EU into Africa during the period under review, most initiatives prioritised European geostrategic concerns such as migration control and regional security. African actors were frequently positioned as policy recipients rather than co-designers, and internal fragmentation within the AU further weakened collective bargaining power. The study concluded that although AU-EU relations have matured in form, they remain imbalanced in substance. It therefore recommends a recalibration of the partnership to promote African ownership, reduced conditionality, and inclusive implementation mechanisms, anchored in continental priorities like AfCFTA and Agenda 2063. Further, the African Union should institutionalise periodic independent reviews of its engagements with the EU; to address the EU’s dominant themes and strategic interests, the AU must strengthen its internal consultation mechanisms to formulate unified continental positions in areas such as digital policy, migration, and security; to confront the recurring challenges in the partnership, the AU should invest in building autonomous continental structures. Finally, in deciding whether to continue or delink, the AU must pursue strategic diversification.
Keywords: AU-EU Relations, Dependency Theory, Global Gateway, Development Partnership
Word Count: 336
Economics Curriculum and Teaching Methods as Measures of Public Secondary School Economics Teachers’ Effectiveness in Ibadan Metropolis, Oyo State, Nigeria
(Lead City University, Ibadan, 2025-12) Adeola Ayomide AKINBEBIJE
The effectiveness of secondary school Economics teachers is a growing concern due to the persistent weak and fluctuating academic performance of students. This study examined the influence of the Economics Curriculum (implementation and relevance) and teaching methods (types and proficiency) on teacher effectiveness. The research, grounded in the Theory of Planned Behaviour (TPB) and Pedagogical Content Knowledge (PCK) theory, used a descriptive survey design. The population included 539 Economics teachers from the 337 public secondary schools in Ibadan metropolis, Nigeria. Using proportionate sampling technique, a sample of 175 Economics teachers from 100 schools was selected. An adapted four-point Likert scale questionnaire, “Public Secondary School Economics Teachers Questionnaire (PSSETQ)” (α=0.942), was used for data collection. Mean, percentages, frequency, and standard deviation answered the research questions, and multiple regression analysis was used for hypothesis testing. Teachers were found to be highly effective (Weighted X̅=3.42) and possessing strong content knowledge (X̅=3.69). They were generally committed to curriculum implementation (X̅=2.99) and agreed on its relevance to students' needs (X̅=3.42), despite systemic barriers. While they frequently use the case study (X̅=3.26) and problem-solving methods (X̅=3.21), proficiency was lower in innovative approaches like the flipped classroom (X̅=2.48) and technology integration (X̅=2.92). Hypothesis test confirmed a highly significant combined influence of the curriculum and teaching methods on teacher effectiveness (F(4,143)=21.580, p<0.001), with the model accounting for 37.6% of the variance. However, the relative influence analysis revealed that teachers effectiveness was significantly predicted only by curriculum factors
(Implementation: Sig.=0.032; Relevance: Sig.=0.034). Individual components of teaching methods showed no statistically significant relative influence. The study concluded that teacher effectiveness was significantly driven by institutional support for curriculum implementation and quality, which are more critical than the teachers' individual skills. It was recommended among others that educational policy should prioritize structural and curriculum support over traditional teacher training.
Keywords: Teachers’ Content Knowledge, Professional Development, Student Engagement, Economics Curriculum Implementation, Relevance of the Economics Curriculum, Teaching Methods.
Word Count: 298 words.
Parenting Style and Social Media Usage as Predictors of Deviant Behaviour among Junior Secondary School Students in Oyo East Local Government Area, Oyo State
(Lead City University, Ibadan, 2025-12) Remilekun Mutiyat AKANDE
Despite the increasing attention on adolescent behaviour in schools, deviant behaviours among junior secondary school students remain a significant concern in Oyo East Local Government Area in Oyo State, Nigeria. To address this, the study examined parenting styles and social media usage as predictors of deviant behaviour among junior secondary school students in Oyo East Local Government Area in Oyo State. Three research questions and two hypotheses were raised to guide the investigation. The study adopted a descriptive survey research design, and the population of the study consisted of 1010 Junior Secondary School II students in public schools within Oyo East Local Government Area, Oyo State. Intactenumeration sampling technique was used.Data was collected using a self-developed instrument (DBQ), which yielded a reliability coefficient of α=0.721. The findings revealed that the level of deviant behaviour among junior secondary school students in Oyo East Local Government Area was moderate(x̄=2.50); authoritarian style was the most prevalent(15.9%); level of students’ social media usage was low (x̄=2.34); there is a significant combined influence of parenting style and social media usage on junior secondary school students in public schools within Oyo East Local Government Area, Oyo State(Adj. R2= 0.854; F(2,968)=2843.404; p < 0.05); social media usage (β=1.121, t=59.097, p < 0.05) exerted a strong positive influence, whereas parenting style (β=-0.281, t=-14.831, p<0.05)
demonstrated a significant negative influence on deviant behaviour. In conclusion, the study establishes that authoritarian parenting plays a crucial role in moderating deviant behaviour, while social media usage can significantly increase the likelihood of such behaviour. The study recommends among others that schools should implement behaviour management programmes that promote positive conduct, ethical decision-making, and conflict resolution skills among students.
Keywords: Deviant Behaviour, Parenting Style, and Social Media Usage.
Word Count: 283