The use of art not being harnessed in our education system to cater to people with special needs.

Socio-political factors that lead to poor welfare (working and living conditions) of Teachers in Africa, which have wosened after the pandemic.

Outdated curriculum and inability of students to personalize learning experiences in line with industry trends, leading to poor performances and untapped potentials

Reviewing and revamping policies that will be relevant to shaping students to meet the demand for skills in the global labour market.

Low skills and adoption of standards and best practices in teaching STEM subjects in Nigeria.

Low level of technology application in Geography classes which affects the outcome of geograpy students during WAEC.

Understanding and improving social and academic frameworks to meet psycological and educational needs of children with ADS and ADHD.

Effective and professional guidance and counseling approaches in supporting high school students in discerning their career path.

The lack of viable educational policy frameworks as regards to adult and non-formal sector contributing to the problem of mass illiteracy in Nigeria.

The dis-service of one-size-fits-all approach to learning confined to the four-wall of the classroom vs the gains of experiential learning for children of different age group.

Students phobia for mathematics in senior secondary schools.

Inadeqaute knowledge of modern counseling techniques and global best practices to improve vocational, academics and socio- personal development.