An appraisal of the groundwater potential of Alex Ekwueme Federal University Ndufu Alike was carried out by integrating datasets from geology, geographic information system and electrical resistivity survey of the area. The study area is underlain by the Asu River group of Albian age. The Asu River Group in the Southern Benue Trough comprises of Shales, Limestones and Sandstone lenses of the Abakaliki Formation in Abakaliki and Ikwo areas. The shales are generally weathered, fissile, thinly laminated and highly fractured and varies between greyish brown to pinkish red in colour. Twenty (20) Vertical Electrical Sounding data were acquired using SAS 1000 ABEM Terrameter and processed to obtain layer parameters for the study area. A maximum current electrode spacing (AB) of 300 meters was used for data acquisition. Computer aided iterative modelling using IPI2 Win was used to determine layer parameters. In-situ Hydraulic Conductivity measurements at seven parametric locations within the study area were conducted and integrated with Electrical Resistivity measurements to determine aquifer parameters (e.g., Hydraulic conductivity and Transmissivity) in real time. This technique reduces the attendant huge costs associated with pumping tests and timelines required to carry out the technique. Accurate delineation of aquifer parameters and geometries will aid water resource planners and developers on favourable areas to site boreholes in the area. Several correlative cross-sections were generated from the interpreted results and used to assess the groundwater potential of the study area. Results show that the resistivity of the the aquifer ranges from 7.3 Wm–530 Wm while depth to water ranges from 11.4 m to 55.3 m. Aquifer thicknesses range from 8.7 m at VES 5 to 36.3 m at VES 6 locations. Hydraulic conductivity ranges from 1.55 m/day at VES 15.18, and 19 locations to 9.8 m/day at VES 3 and 4 locations respectively. Transmissivity varies from 17.48 m²/day at VES 19 to 98 m²/day at VES 3 locations respectively. Areas with relatively high transmissivities coupled with good aquifer thicknesses should be the target of water resource planners and developers when proposing sites for drilling productive boreholes within Alex Ekwueme federal University Ndufu Alike.

In the present and future of education, fostering complex thinking, especially in the context of the Sustainable Development Goals (SDGs), is critical to lifelong learning. This study aimed to analyze learning scenarios within the framework of a model that promotes complex thinking and integrated design analysis, to identify the contributions of linking design models to the SDGs. The research question was: How does the open educational model of complex thinking link to the SDGs and scenario design? The analysis examined a pedagogical approach that introduced 33 participants to the instructional design of real-life or simulated situations to develop complex thinking skills. The categories of analysis were the model components, the SDGs, and scenario designs. The findings considered (a) innovative design capacity linked to SDG challenges, (b) linking theory and practice to foster complex thinking, and (c) the critical supporting tools for scenario design. The study intends to be of value to academic, social, and business communities interested in mobilizing complex thinking to support lifelong learning.

The Middle East and North Africa (MENA) region faces unique challenges and opportunities in integrating sustainability into sovereign credit assessments. This research study examines environmental, social, and governance (ESG) factors embedded in the lending policies of jurisdictional institutions in MENA. By analyzing existing literature and case studies, we identify key drivers and barriers to ESG integration in sovereign lending. Our findings suggest a growing recognition of sustainability’s importance in financial stability and credit, driven by global climate guarantees and local socio-economic development. However, challenges such as data availability, regulatory frameworks, and market acceptance persist. This paper provides an overview of current practices, highlights best practices, and offers recommendations to enhance ESG integration in sovereign debt reviews in the MENA region. The study concludes that a robust ESG framework is necessary to accurately reflect the long-term risks and opportunities associated with sovereign debt, ultimately contributing to sustainable economic growth regionally.

Employee retention promotes positivity in an organization and improves employers’ brand value. As the human resource department operates with the objective of improving employees’ contribution towards the organization, meaningful work is an important topic in the core areas of human resource development (HRD), such as employee involvement, motivation, and personal development. Not only salary, benefits, working environment, and status but also the factors that determine whether you enjoy going to work every day are whether you believe that your work makes a meaningful contribution. In HRD, meaningful work comes to the forefront through a connection with a high level of commitment. Thus, this study aims to establish the relationship between meaningful and purposeful jobs affecting employee retention and the mediating factors of person organization fit (POF) and person job fit (PJF). A cross-sectional study involving a survey methodology was used to collect data from 150 white-collar employees working in the IT, banking, textile, and multinational companies in Bangladesh. The results indicate that job meaningfulness has a positive relationship with employee retention (p-value = 0.031) and both the mediating factors of PJF (p-value = 0.040) and POF (p-value = 0.028). The results also indicate that while POF positively influences employee retention (p-value = 0.019), PJF has no significant influence on employee retention (p-value = 0.164). Thus, promoting employee job meaningfulness and purpose in the workplace may represent an opportunity for organizations to improve employee engagement and retention.

This article aims to analyze the role of the Medan City Religious Harmony Forum (FKUB) in shaping harmony in digital literacy-based virtual communities. FKUB has a central role as an institution that ensures that the aspirations and interests of religious communities can be accommodated effectively. In addition to making real improvements, FKUB also initiated its moderating role through the digital realm. This research adopts a qualitative method using a phenomenological approach. Primary data was obtained through interactions with key informants, while secondary data sources involved articles, books, reportage related to the context of the research theme. Data collection was conducted through interview, observation, and documentation techniques. Data analysis used the Miles and Huberman analysis model with the steps of data coding, data presentation, and conclusion drawing. The results showed that FKUB initiated digital literacy-based religious moderation through two development communication models. The first model is a linear model where FKUB acts as a community educator. The second model is a participatory model that is usually uploaded on Instagram, FaceBook and Youtube social media. This model allows the community to comment and have two-way communication with the FKUB. Both models are oriented towards creating collective intelligence as an indicator of building virtual harmony. Through digital literacy-based development communication, FKUB can be a mediator in meeting the Sustainable Development Goals (SDG’s), namely: Peace, justice and strong institutions, as well as promoting equality and reducing inequality.

The advent of Artificial Intelligence (AI) has transformed Learning Management Systems (LMSs), enabled personalized adaptation and facilitated distance education. This study employs a bibliometric analysis based on PRISMA-2020 to examine the integration of AI in LMSs from an educational perspective. Despite the rapid progress observed in this field, the literature reveals gaps in the effectiveness and acceptance of virtual assistants in educational contexts. Therefore, the objective of this study is to examine research trends on the use of AI in LMSs. The results indicate a quadratic polynomial growth of 99.42%, with the years 2021 and 2015 representing the most significant growth. Thematic references include authors such as Li J and Cavus N, the journal Lecture Notes in Computer Science, and countries such as China and India. The thematic evolution can be observed from topics such as regression analysis to LMS and e-learning. The terms e-learning, ontology, and ant colony optimization are highlighted in the thematic clusters. A temporal analysis reveals that suggestions such as a Cartesian plane and a league table offer a detailed view of the evolution of key terms. This analysis reveals that emerging and growing words such as Learning Style and Learning Management Systems are worthy of further investigation. The development of a future research agenda emerges as a key need to address gaps.