This study investigated entrepreneurial mindset development through experiential learning  in tertiary institutions in Southwest Nigeria, with emphasis on start-up intention and job creation potential. A correlational survey design was adopted, and data were collected from 332 valid respondents using a structured questionnaire. Descriptive statistics, Pearson correlation, and multiple regression analysis were employed using SPSS Version 26. Results showed high mean scores for experiential learning strategies (M = 3.42), entrepreneurial mindset (M = 3.55), start-up intention (M = 3.48), and job creation potential (M = 3.36). Correlation analysis revealed significant positive relationships among all variables at p < 0.01. Regression results indicated that experiential learning significantly predicted entrepreneurial mindset (β = 0.62, p < 0.001), while entrepreneurial mindset significantly predicted start-up intention (β = 0.71, p < 0.001) and job creation potential (β = 0.68, p < 0.001). The findings confirm that entrepreneurial mindset mediates the relationship between experiential learning and entrepreneurial outcomes. The study concludes that experiential learning is a critical driver of entrepreneurial development and recommends its stronger integration into entrepreneurship education.

The National Education Policy (NEP) 2020 represents the most comprehensive reform of India's education system since the National Policy on Education (1986). It seeks to transform higher education through multidisciplinary learning, flexible curricular structures, technology integration, academic mobility, institutional autonomy, research promotion, internationalization, and improved governance. Haryana has emerged as one of the leading states in implementing NEP 2020 through initiatives such as the National Education Policy Evaluation and Validation (NEEV) Portal, Academic Bank of Credits (ABC), Four-Year Undergraduate Programme (FYUP), digital governance, and institutional quality assurance mechanisms. Despite significant progress, implementation remains uneven due to infrastructure disparities, faculty shortages, financial constraints, digital inequality, and differences in institutional preparedness. This critical review synthesizes policy documents, government reports, peer-reviewed literature, and state-level initiatives to evaluate the implementation and impact of NEP 2020 on higher education in Haryana. The review critically examines governance reforms, curriculum restructuring, digital transformation, research promotion, employability, quality assurance, and institutional readiness. It argues that while Haryana has demonstrated strong administrative commitment toward policy implementation, sustainable transformation requires enhanced financial investment, faculty capacity building, stronger industry-academia collaboration, institutional autonomy, and evidence-based policy evaluation. The review concludes by proposing strategic recommendations to strengthen the long-term implementation of NEP 2020 within Haryana's higher education system.

Background: Modern geoinformatics and land administration face two key challenges. These include accurately capturing fine-scale ground movement and translating technical spatial data into practical policy through organized stakeholder communication. Traditional surveying methods often work separately from communication frameworks in organizations. This disconnect can hinder hazard response and effective land-use planning. 

Objectives: This study evaluates a framework that combines high-precision Real-Time Kinematic (RTK) Global Navigation Satellite Systems (GNSS), Interferometric Synthetic Aperture Radar (InSAR), and spatial databases. The goal is to monitor ground subsidence, assess land deformation, and improve cross-disciplinary decision-making. 

Methods: A 24-month field study took place in southeastern Nigeria, focusing on active quarrying and mining zones in Lokpaukwu, Umunneochi Local Government Area, Abia State. We measured ground deformation using differential InSAR (Sentinel-1 SAR time series) and compared it with precise GNSS leveling networks across 45 main monitoring stations. At the same time, we applied a feedback model to evaluate spatial understanding and decision-making efficiency among local planning agencies and mining personnel. 

Results: InSAR velocity fields, supported by GNSS measurements, showed maximum ground subsidence rates of -38.4 mm/year ± 2.1 mm in active quarry pits and -14.2 mm/year in nearby residential areas. Spatial regression models indicated a strong relationship between mining volume and subsidence radius (R² = 0.87, p < 0.001). Additionally, using interactive GIS visualization tools reduced the time taken for institutional decisions regarding environmental hazards by 64%. 

Conclusions: Combining geospatial technologies (GNSS/InSAR) with communication strategies provides a strong framework for reducing environmental risks, preserving infrastructure, and managing land sustainably.

Religious fundamentalism has become one of the most significant challenges confronting peaceful coexistence, national integration, and sustainable development in contemporary Nigeria. While religion remains a powerful force for moral formation, social cohesion, and humanitarian service, extremist interpretations of religious beliefs have contributed to violence, intolerance, social polarization, and insecurity in different parts of the country. This paper critically examines the nature of religious fundamentalism and its implications for peaceful coexistence within Nigeria's pluralistic society. Employing a qualitative research methodology based on documentary and library sources, the study analyses scholarly literature, constitutional provisions, and relevant theological perspectives on religion, peace, and social harmony. The paper argues that religious fundamentalism is not synonymous with religion itself but represents an extreme ideological interpretation that undermines the core religious values of justice, compassion, tolerance, and respect for human dignity. It further contends that political manipulation of religion, poor civic education, socio-economic inequalities, digital misinformation, and weak institutional responses have intensified religious extremism in Nigeria. The study concludes that promoting interfaith dialogue, ethical leadership, constitutional governance, responsible religious education, and effective law enforcement remains essential for reducing religious extremism and strengthening peaceful coexistence. It recommends collaborative efforts among government, religious institutions, educational establishments, civil society organisations, and community leaders to foster a culture of tolerance, mutual respect, and national unity.

This study, entitled “The Bible and the Ethics of Artificial Intelligence: Emerging Questions for Christian Theology,” examines how undergraduate theology students understand the ethical implications of Artificial Intelligence (AI) from a biblical and Christian theological perspective. The study aims to assess students’ knowledge of AI, explore their interpretation of biblical principles relevant to emerging technologies, and identify the ethical principles they consider essential for responsible AI development and use. The principal research question is: How can biblical teachings and Christian theology contribute to addressing the ethical challenges raised by Artificial Intelligence? The study hypothesizes that stronger biblical and theological knowledge is associated with greater awareness of the ethical responsibilities surrounding AI. A quantitative descriptive design was employed, complemented by qualitative approaches. The target population consisted of 70 undergraduate students of the Faculty of Theology at the Catholic University of Rwanda, and all 70 respondents participated in the study. Data were collected through a structured questionnaire and complemented by open-ended questions. Descriptive statistics, including frequencies and percentages, were used for quantitative analysis, while thematic analysis was applied to qualitative responses. The findings indicate that 58 students (82.9%) considered AI an important emerging ethical issue for Christian theology, while 52 (74.3%) believed that biblical principles can provide relevant guidance for AI ethics. Furthermore, 61 students (87.1%) emphasized human dignity and responsibility as central principles, while 55 (78.6%) identified justice, solidarity, and protection of vulnerable people as essential considerations. The study concludes that AI presents significant opportunities and challenges for Christian theology and calls for stronger integration of biblical ethics, theological anthropology, and digital ethics in theological education.