Edupreneurship, Technology, and Quality Assurance in Teacher Training: Al-Hikmah University’s Practices and Outcomes
Keywords:
Innovation Technology, Edupreneurship, Teacher Education, Technology Integration, Teaching StandardsAbstract
This study investigates the impact of edupreneurship on quality assurance, emphasizing the role of technological advancements in teacher training at Al-Hikmah University, Ilorin, Nigeria. Edupreneurship enhances quality assurance by fostering innovation, creativity, and adaptability, promoting new teaching methods and technologies that drive continuous improvement and accountability. This contributes to more effective teacher training and higher educational standards. The study had three main objectives and tested three null hypotheses. A descriptive research design was used, focusing on 875 individuals, comprising 844 education students and 31 lecturers from four departments within the Faculty of Education, with a sample of 110 participants using stratified random sampling technique. Data were collected through a structured questionnaire titled "Relationship between Edupreneurship, Innovative Technology, and Quality Assurance in Teacher Training Questionnaire (REITQATTQ)," with a reliability index of 0.79 (Cronbach Alpha). The questionnaires were personally distributed and collected. Data analysis employed descriptive statistics for research questions and regression analysis to test hypotheses at a 0.05 significance level. The findings revealed a significant positive relationship between edupreneurship and quality assurance, with key drivers being innovation, risk-taking, and creativity. The study concludes that integrating edupreneurship and innovative technology into teacher training programs is vital for improving quality assurance. Recommendations include supporting entrepreneurial initiatives with technology and regularly assessing quality assurance processes to enhance teacher training effectiveness.
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