The subject of traditional institutions cannot be undermined in the project of sustainable leadership and good governance in Nigeria given the locus and crucial role of the institution in the past and modern Nigeria. It is incontrovertible that traditional and aboriginal values are held highly with reverence and respect in virtually all parts of Nigeria. To discountenance their relevance will be too costly in any leadership-cum-governance discourse. Towns, villages and cities were duly recognized and protected as the harbingers of culture, mores, norms and values. The contemporary government structure in Nigeria duly recognizes the importance of traditional institutions by having a Commission for Local Government (LG) and Chieftaincy Affairs at all State levels. Moreover, 5% of allocations to LGs go statutorily to the tradition institution in the State. Hitherto, the recklessness and abuse of the native authority system of local government administration in the 1950s–60s had led to the moderation and reforms of the system, which has continued to affect traditional institutions to date. To this end, the paper argues that traditional institutions hold so much values and cohesive practices as well as socially integrative potentials for nation-building so much that the State can leverage on them for sustainable leadership and overall good governance. The methodology adopted for collecting data for this study is descriptive research method, which relies on primary direct observation (eye-witness) account and relevant secondary materials such as texts, journal articles, official documents and internet materials. The data collected were analyzed and presented using thematic analysis and tables. National and international data already analyzed were found essential to drive home the argument of this study. The outcome of the paper provides useful information on how traditional institutions serve as a veritable platform for sustainable leadership and good governance in Nigeria. The paper concluded that traditional institutions, with its rich culture, values and practices, possess sufficient merits to propel the country towards sustainable leadership that would concomitantly induce economic, technological and political growth in Nigeria.

In the evolving landscape of the 21st century, universities are at the forefront of re-imagining their infrastructural identity. This conceptual paper delves into the transformative shifts witnessed within university infrastructure, focusing on the harmonisation of tangible physical assets and the expanding world of digital evolution. As brick-and-mortar structures remain pivotal, integrating digital platforms rapidly redefines the academic landscape, optimising learning and administrative experiences. The modern learning paradigm, enriched by this symbiotic relationship, offers dynamic, flexible, and comprehensive educational encounters, thereby transcending traditional spatial and temporal constraints. Therefore, this paper accentuates the broader implications of this infrastructural metamorphosis, particularly its significant role in driving economic development. The synergistic effects of physical and digital infrastructures enhance academic excellence and position universities as key players in addressing and navigating global challenges, setting forth a resilient and forward-looking educational blueprint for the future. In conclusion, integrating physical and digital infrastructures within universities heralds a transformative era, shaping a holistic, adaptable, and enriched academic environment poised to meet 21st-century challenges. This study illuminates the symbiotic relationship between tangible university assets and digital innovations, offering insights into their collective impact on modern education and broader economic trajectories.

This study explores the experiences and perceptions of Chinese postgraduate students in the UK regarding online learning, focusing on the Community of Inquiry (CoI) framework. Semi-structured interviews were used to collect qualitative data, which were analyzed thematically. The findings reveal positive perceptions of online learning, challenges related to technology and infrastructure, the significance of social interaction and collaboration, and the limited impact of teaching quality on student satisfaction. The study emphasizes the importance of the CoI framework in designing effective online learning environments. Limitations include a small sample size and potential bias. Future research should involve larger and more diverse samples, investigate different teaching strategies, and enhance student agency and self-regulated learning in online education. Overall, this study contributes to understanding the applicability of the CoI framework and its potential for improving online learning experiences.