UNIV ERSIT Y O F IB ADAN L IB RARY Editors . PaKSoM 2025 7th Virtual International Conference Path to a Knowledge Society-Managing Risks and Innovation Proceedings Publishers Complex Sys Mathematical Institute of the Serbian Academy of Sciences and Arts October 20-21, 2025 UNIV ERSIT Y O F IB ADAN L IB RARY Proceedings of 7h Virtual International Conference Path to a Knowledge Society-Managing Risks and Innovation October 20-21, 2025 Editors: Prof. Dr. 1 and 2 1Mathematical Institute of the Serbian Academy of Sciences and Arts, Serbia 2Faculty of Occupational Safety, Serbia Technical Editor: 1 1Mathematical Institute of the Serbian Academy of Sciences and Arts, Serbia Published by: Complex , and Mathematical Institute of the Serbian Academy of Sciences and Arts Printed by: Copy House Number of copies printed: 100 The publishing year: 2026 Printing of this edition has been financially supported by The Ministry of Science, Technological Development and Innovation of the Republic of Serbia ISBN 978-86-82602-06-4 CIP - 005.94(082)(0.034.2) 005.591.6(082)(0.034.2) 007:004(082)(0.034.2) VIRTUAL international conference Path to a Knowledge Society-Managing Risks and Innovation Proceedings [Elektronski izvor] / 7th Virtual international conference Path to a Knowledge Society-Managing Risks and Innovation PaKSoM 2025, Se -21, 2025 ; [organizer Mathematical Institute of the Serbian Academy of Sciences and Arts] ; [co-organizers - Complex System Research Centre : Mathematical Institute of the Serbian Academy of Sciences and - -ROM) ; 12 cm Sistemski zahtevi: Nisu navedeni. - Nasl. sa naslovne strane dokumenta. - - Bibliografija uz svaki rad. ISBN 978-86-82602-06-4 (CSRC) - - [urednik] -- -- -- -- -- -- COBISS.SR-ID 184438281 UNIV ERSIT Y O F IB ADAN L IB RARY PaKSoM 2025 7th Virtual International Conference Path to a Knowledge Society-Managing Risks and Innovation Organizer: Mathematical Institute of the Serbian Academy of Sciences and Arts Co-organizers: Complex System Research Centre Supported by: The Ministry of Science, Technological Development and Innovation of the Republic of Serbia UNIV ERSIT Y O F IB ADAN L IB RARY UNIV ERSIT Y O F IB ADAN L IB RARY Program Committee Chair: Prof. Dr. Mathematical Institute of the Serbian Academy of Sciences and Arts, Serbia Members: Faculty of Electronic Engineering, Serbia Prof. Faculty of Occupational Safety, Serbia Dr. Lazar Z. Mathematical Institute of the Serbian Academy of Sciences and Arts, Serbia Prof. Faculty of Agriculture, Serbia Prof. Dr. Ilija Hristoski Faculty of Economics Prilep, Republic of North Macedonia Prof. Dr. Constantin Ilie Universitatea OVIDIUS din Constanta, Romania Prof. Mathematical Institute of the Serbian Academy of Sciences and Arts, Serbia Prof. Dr. Constantinos Challoumis National and Kapodistrian University of Athens, Greece Prof. Faculty of Applied Management, Economics and Finance, Serbia Prof. Faculty of Mechanical Engineering, Serbia UNIV ERSIT Y O F IB ADAN L IB RARY Prof. Dr. Francisco Leandro City University of Macau, Macau SAR, China Prof. Dr. Marko Serafimov Faculty of Mechanical Engineering, North Macedonia Prof. Dr. Detelin Markov Faculty of Power Engineering and Power Machines, Bulgaria Prof. Dr. Zoltán Szira Faculty of Economics and Social Sciences, Szent István University, Hungary Prof. Dr. Milena Faculty of Electronic Engineering, Serbia Prof. Dr. Oleg Sergeevich Sukharev Institute of Economics of the Russian Academy of Sciences, Moscow, Russia Addiko Bank AD, Serbia Prof. Dr. Snajay Kumar Mangla Maharaja Agrasen Insitute of Management Studies, India Prof. Dr. Mustafa Yasan Sakarya University Faculty of Law, Turkey Prof. Dr. Sraboni Dutta Birla Institute of Technology, Mesra, Ranchi, India Graz University of Technology, Austria; Prof. Dr. Shumaila Zeb Shaheed Zulfikar Ali Bhutto Institute of Science and Technology, Pakistan Prof. Dr. Lenka Veselovská Matej Bel University, Slovak Republic Prof. Dr. Quoc Trung Pham Ho Chi Minh City University of Technology, Vietnam UNIV ERSIT Y O F IB ADAN L IB RARY University of Banja Luka, Faculty of Economics, Bosnia and Herzegovina Dr. Jan Kalina The Czech Academy of Sciences, Institute of Computer Science, Czech Republic Dr. Edit Soós University of Szeged, Faculty of Law, Hungary UNIV ERSIT Y O F IB ADAN L IB RARY UNIV ERSIT Y O F IB ADAN L IB RARY Organizing Committee Chair: Dr. Lazar Z. Mathematical Institute of the Serbian Academy of Sciences and Arts, Serbia Members: Mathematical Institute of the Serbian Academy of Science and Arts, Serbia Mathematical Institute of the Serbian Academy of Sciences and Arts, Serbia Dr Mathematical Institute of the Serbian Academy of Science and Arts, Serbia Dr. Mathematical Institute of the Serbian Academy of Sciences and Arts, Serbia Dr. Ivana Petkovski Mathematical Institute of the Serbian Academy of Sciences and Arts, Serbia Dr Serbian Armed Force, Serbia UNIV ERSIT Y O F IB ADAN L IB RARY UNIV ERSIT Y O F IB ADAN L IB RARY Table of Contents Examination of the Digital Economy and Society Index for Western Balkan Countries using the Entropy-based TOPSIS Method . 3 , Integrating Machine Learning Demand Forecasting with Multi-objective Optimization for Post-disaster Relief Distribution .9 Kavita Gupta, Anjali Sharma Multi-dimensional Hamming Coding for Data Safety ........................................15 Adaptation to New Technological Challenges and Opportunities in the Education Related to Industry 4.0 .........................................................................23 , Violeta Dimi Gender Differences in the Effectiveness of Personality-tailored Ads in Social Networks: Evidence from Croatia 29 Monte Carlo Simulation for Bottleneck and Risk Driver Analysis in Nigerian E-government Project Execution ...........................................................................37 Samuel Ifeanyi Okoro, Deborah Olufunmilayo Makinde, Evans Patience O., Oluokun Kasali Agunloye, Abiodun Muyideen Mustapha, Ekeke Divine Favour, Famuyiwa Oluwatosin From Start-up to Maturity: Exploring Intellectual Capital in Firms .........45 Matea Zlatkovi A Data-driven Paradigm Shift: Predicting Student Academic Performance: a Machine Learning Approach Revealing the Primacy of Personality over Learning Styles .......................................................................................................53 Ramesh Kumar Moona Haji Mohamed, Charles Ramendran SPR, Faisal Asad ur Rehman, Shofia Amin Transforming HR for the Digital Age: Evidence from the Companies in North Macedonia ...................................................................................... 61 Milena Boskoska Klisaroski, Zoran Janevski UNIV ERSIT Y O F IB ADAN L IB RARY Hyper-personalization in Marketing and Its Effects on Consumer Loyalty ..69 Mihalj Bakator, Dragan , Stefan Ugrinov, Improving Sales Performance using Machine Learning Prediction Model ...77 Asuanetop Joseph Ekoi, Charles Nwafor Okonji Selecting a Maturity Model for Knowledge Management in Brazilian Public Administration ........................................................................................83 Thiago Gabriel Lichoveski, Janaina Piana, Fernanda Cavicchioli Zola SignSinhala: A Hybrid Machine Learning Model for English-to-Sinhala Sign Language Translation ....................................................... 89 Pathumi Ahinsa, Sanduni Thrimahavithana, Kasun Karunanayaka Role of HR in Sustaining Organizational Culture and Employee Engagement .....................................................................................................97 Sagnik Chakraborty, Soumi Majumder Towards a Conceptual Framework for Assessing Digital Literacy, Artificial Intelligence Readiness, and Knowledge Sharing ............................................105 Knowledge Discovery for Economic Forecasting: A Machine Learning Approach to Predict Labour Market Performance .. .............................113 Faisal Asad ur Rehman, Charles Ramendran SPR, Ramesh Kumar Moona Haji Mohamed, Elia Garcia Marti The Creator Economy-has the Future Reached Serbia? ...............................121 - The Role of AI Literacy in Proactive Decision-making ............................ 129 The Impact of Personalized Gamification and Rewards on Customer Trust and Loyalty in UK Retail .............................................................................................137 Marta Kr Knowledge as Ideology: The Management of Narratives and Post-truth .....145 Maret Betilmerzaeva UNIV ERSIT Y O F IB ADAN L IB RARY The Logical Imitation of the ............153 Sergei L. Artemenkov, Pavel V. Alekseev Knowledge Management in the Age of AI: Tacit Knowledge Loss and Process Dependency in Automated HR and Payroll Teams ....................................159 Oussama Mistar, Andrea Dobrosavljevi From GeoGebra to AI: Exploring Opportunities and Risks in Mathematics Education ..................................................................................................... 167 - The Role of Trade Unions in Advancing a Just Transition for Workers ...175 Tijana Kova Application of the PROMETHEE Method for Selecting the Optimal Luxury Sedan EV .................................................................................................183 Prompt Injection: A Security Challenge for Modern AI Communication ..191 Enabling Circularity in Manufacturing through Digital Innovation: a Review of Technologies and Applications ........................................................... 199 Inna Koblianska Big Mart Sales Prediction using Machine Learning Algorithms ........ 203 Kavita Gupta, Manya Gupta Motivation for Logistics and Supply Chain Degree Program Choices among Undergraduates in Malaysian Higher Education Institutions: Relative Importance Index Computation ................................................................211 Abeykoon Mudiyanselage Akila Thenuka, Charles Ramendran SPR, Linking Digital Leadership, Digital Organizational Culture, Business Model Innovation, and Performance in Vietnam ... ..217 Dung Chi Huynh, Nhi Ngoc Y Vo, Huong Nguyen Balancing Innovation and Systemic Risk a Strategic Framework for Building Resilient Knowledge Societies .......................................................................... 225 Constantinos Challoumis UNIV ERSIT Y O F IB ADAN L IB RARY Open-distance Achievement at the National Open University of Nigeria ...................... 233 Abiola Adiat Omokhabi, Taofeek Gbolahan Muibi, Bamikole Abel Fashogbon Education and Development Towards Building Knowledge Economy: The Aspect of Yemen 241 Shamaa Yousuf Salem Abari, Prof. Vishwanatha Enhancing Knowledge Sharing through Top Management Support: Bridging the Gap between Explicit and Implicit Knowledge in Innovative Organizations . 249 Korhan Arun Digital Competences for utilising AI Tools in SMEs: A Perspective from a Lower Income Economy 257 Mugaahed Abdu Kaid Saleh, Harold Andrew Patrick The Knowledge Asymmetry and Distributed Management in Economy 265 Oleg S. Sukharev Knowledge Management in the Marketing Finance System: Opportunities and Gaps 273 Ganna Likhonosova Artificial Intelligence and Business ......................................................... 281 Education, Unemployment and Labour Market Imbalances: a Statistical Overview ............................................................................................................289 The use of Big Data Analytics to Predict Systemic Risks and Improve Financial Stability ....297 Vesna Martin Significance of Scientific Entrepreneurship: Invention, Knowledge Transfer, and Innovation .. 305 UNIV ERSIT Y O F IB ADAN L IB RARY Information as a Weapon: Deepfakes, Artificial Intelligence, and Knowledge Manipulation in Conflict Zones 313 Use of AI Systems in the Establishment of Cooperatives in Turkish Law 321 Mustafa Yasan Mathematical Modeling of a Pond Ecosystem ....................................................325 Mitar Miki Tepi , Stefan o Decision-making Approaches to Managing Risks in Foreign Workforce Integration: Evidence from Croatia ... 333 Benefits of Introducing Artificial Intelligence into the Operations of Local Self- government Units in the Republic of Croatia 341 Democratizing the Circular Economy: Digital Platform Strategies for Fostering Participatory and Equitable Ecosystems for Small and Medium Enterprises (with a Case Study of Iran) .347 Mohsen Mohammadi Khyareh, Masoud Khairandish Simulation as a Consequence of Industry 4.0 in the Solutions of Fire Detectors Arrangement in Special Cases ... 355 Radoje Marketing in Education: The Boundary between Promotion and Pedagogy ..363 Bank Loan Default Prediction through Machine Learning Algorithms .. 371 Kavita Gupta, Pranavi Tomer, Mansi Enhancing Accessibility for Visually Impaired Individuals: Audio-assisted Curry Recognition System ...................................... 379 Fathima Zahra, Kasun Karunanayaka, Samantha Mathara Arachchi, Pandula Pallewatta, Akila Maithripala, Adrian David Cheok Smart Cities and Artificial Intelligence: Legal and Ethical Challenges between Innovation and Human Rights 387 Sr UNIV ERSIT Y O F IB ADAN L IB RARY 391 Tatiana A. Poskakalova, Margarita R. Khusnutdinova, Olga V. Rubtsova Flexibility of Higher Education and the Enhancement of Inclusiveness in the European Union and other EHEA countries 395 Biljana Stankov, Gamlet AI: An Intelligent Assistant for Teachers in Organizing Adolescent Theatre Activities ..397 Tokarchuk Andrei, Tokarchuk Yulia, Ageev Nikita Fear of Artificial Intelligence in the Workplace: A Response to Threatened Psychological Needs 399 , Integration of AI in Education: Research and Recommendations for Universities and Schools 401 The Impact of Augmented Reality based Interactive Elements on Preschool 403 Svetlana Smirnova, Ekaterina Klopotova Integrating Knowledge Management and Plithogenic Cognitive Maps for Industrial Operational Efficiency and Sustainability 405 Nivetha Martin, Davron Aslonqulovich Juraev, Gabriel XG Yue Leveraging Knowledge Management for Sustainable Innovation in the Fashion Industry: Strategies, Challenges, and Future Directions 407 Velga Vevere, Sneha Kannan .....409 George Abuselidze, Ana Mgeladze Comparative Analysis of Non-financial Support for Equity in Higher Education in the European Union and the Republic of Serbia 411 Biljana Stankov, UNIV ERSIT Y O F IB ADAN L IB RARY An Automated Tool for Extracting and Classifying Cloud-based Business Process Compliance Requirements 413 Abiodun Mustapha, Oluwasefunmi Arogundade, Adebayo Abayomi-Alli, Olusola Adeniran , Kayode Adesemowo, Oluwatimilehin Onilede Doubletalk and Work: Why Organization Do Little Work and Tend to Stagnate Overtime 415 Sergey Ivanov Applications of Statistics and Artificial Intelligence in Environmental Research 417 Nilo Antonio de Souza Sampaio 419 Abrosimova Larisa, Bogdanova Marina Delving into the Barriers to AI Agent-based Supply Chain Management ....421 Sanjib Biswas, Prasenjit Chatterjee, Gülay Demir Predictive Modeling of Colorimetric Parameters in Digital Printing using Big Data Simulation .. 423 Features of Play and Speech in 2-year-old Children during Interaction with an Electronic Toy: A Case Study 425 Olga V. Salomatova UNIV ERSIT Y O F IB ADAN L IB RARY PaKSoM 2025 DOI: https://doi.org/10.5281/zenodo.18208277 ISBN: 978-86-82602-06-4 233 Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-Non Commercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission. Original Scientific Article Open-distance Education: Quality Delivery National Open University of Nigeria Abiola Adiat Omokhabi1 , Taofeek Gbolahan Muibi2 , Bamikole Abel Fashogbon3 1,2,3University of Ibadan, Faculty of Education, Ibadan, Oyo State, Nigeria 1adiatomokhabi@gmail.com, 2taofeekgbolahan@gmail.com, 3fashcole20@gmail.com Abstract The nature and delivery method of open-distance education has made it essential to continuously evaluate its quality. In light of this, the study explored how the quality of open- distance education-specifically in terms of teaching and learning, course and program effectiveness, and assessment strategies-affects learners' academic success within the institution. The study employed a descriptive survey design. Purposive and Convenient sampling techniques were used for the selection of 200 learners made from the colleges of law, arts and social sciences, business and human resources, education, science and technology, as well as the center for continuing education, representing the population of learners in levels 100 to 500. We utilized the Open-Distance Educati Academic Achievement Scale (r = 0.79) as the questionnaire for the study, which included thirty questions. Descriptive statistics and multiple regression analyses were conducted to evaluate the data. The research findings indicated that the quality of open-distance education delivery- encompassing teaching and learning, course and program effectiveness, and assessment strategies- explained 16.6% of the variation in students' academic achievement and had a noticeable impact on it (F (3.196) = 12.992; R2 = 0.166). The study s findings recommend that the management of the National Open University of Nigeria conduct regular evaluations to identify gaps or areas needing improvement. To uphold high academic standards, the distance learning institution should periodically assess its policies, systems, programs, facilities, and resources Keywords - open-distance education, quality learners, national open university of Nigeria I. INTRODUCTION The importance of education is widely recognized as a key factor in enhancing economic competitiveness in today's knowledge- driven global economy, making high-quality education more crucial than ever [1]. Consequently, it is essential for nations to work towards developing individuals with advanced employment skills and to maintain a globally competitive foundation for research and knowledge that benefits society [2]. Quality education empowers individuals to navigate and adapt to the world for their survival and success [3]. It has become a cornerstone of development in many countries, driving both economic growth and social progress [4]. Thus, the methods of delivering education must be effective to ensure quality and enable the educational system to thrive [5]. Achieving quality education in a nation requires the key participants in learning- teachers, students, and the learning environment- to work together effectively. This means that teachers must be adequately qualified, students must receive proper training, and necessary resources must be available [6]. which features a mix of a few high-performing schools and many underperforming ones, is unacceptable to stakeholders in the education sector [7]. Therefore, improvements are UNIV ERSIT Y O F IB ADAN L IB RARY 234 necessary for the country to meet global academic standards. A crucial element for achieving educational goals within the system is the establishment of a quality assurance model that enhances the teaching and learning process in academic settings [8]. However, the implementation of quality control in higher education has often been compromised due to what [9] refers to as Academic Freedom. Additionally, the unique cultures of universities, which are fiercely protected, can make it challenging to apply quality standards in higher education, especially since quality typically requires collaboration. It's also essential to recognize that the quality of higher education is of great importance to its stakeholders. Some argue that the fundamental role of higher education in society has significantly shifted due to the corporatization of education and the impact of neoliberalism [10]. This highlights the need to assess the quality of open-distance education delivery in Nigeria. The concepts and applications of Quality Assurance (QA) at the National Open University of Nigeria (NOUN) have evolved in response to the changing dynamics of higher education and its relationship with social, economic, cultural, and technological advancements [11]. In 2014, the National Open University of Nigeria launched a technology that allows students to take indigenous courses online. The university has transitioned to a new e-learning platform called iLEARN. This platform provides students with access to various educational delivery methods, including virtual facilitation, video lectures, audio lectures, smart books, interactive courseware, and a range of other resources available in real time. It highlights the challenges students encounter while studying and demonstrates how innovative technologies can address these issues, enhance learning, and further position NOUN as a leader in providing world-class open and distance learning in Africa [12,13]. In recent decades, the National Open University of Nigeria (NOUN) has undergone significant changes. These reforms necessitate a reevaluation of our understanding and definitions of quality, along with various related concepts. This reevaluation aligns with the core objectives of NOUN's reforms: to enhance effectiveness and efficiency in response to emerging social demands while also addressing trends in competitiveness and accountability. Terms and ideas that were once primarily associated with economics are now increasingly part of everyday discussions about the National Open University of Nigeria. Furthermore, concepts such as quality and evaluation, efficiency, competitiveness, accountability, and the educational customer have become central to the sophisticated analyses conducted by professionals involved in higher education policy-making [11]. Additionally, several factors contribute to the quality delivery of open-distance education practices, which can be categorized as follows: (i) Competition (ii) Customer satisfaction (iii) Maintaining standards (iv) Accountability (v) Improving employee morale and motivation (vi) Credibility, prestige, and status (vii) Image and visibility. Based on this, the need to examine how delivery on teaching and learning, course and program effectiveness, and assessment strategies-influence learners' academic success within the institution guaranteed customer satisfaction that is students, parents, and -Distance Learning program; maintaining standards; improving employee morale and motivation for better service delivery; credibility, prestige, and status; accountability, image and visibility. In light of this, the quality delivery of open-distance learning is crucial in today's information age, as it would help Ni pace with the latest developments and fosters globalization [14,15]. Consequently, this study aims to address the gap created by the lack of research on the quality of open-distance education and its impact on learners' academic achievement at the National Open University of Nigeria. Previous researches have looked at the quality of open-distance education and academic achievement from various isolated angles, often neglecting the quality of the teaching and learning process, the effectiveness of courses and programs, and assessment strategies. Against this background, the research aimed to determine the extent to which the quality delivery strategies (teaching and learning process, courses and program effectiveness and assessment strategies) influence learners' academic achievement in the institution and find out how the learners perceive the implementation of these strategies in relation to their academic performance at the institution. The following research questions were formulated to guide the study: (1) How did the UNIV ERSIT Y O F IB ADAN L IB RARY 235 academic achievement in the institution? (2) How did the learners perceive the implementation of these strategies in relation to their academic performance at the institution? II. THEORETICAL OVERVIEW The most suitable theory for this study is equivalency theory. In [16] equivalency theory by highlighting that distant and local learners operate in fundamentally different learning environments is described. For instance, just as a triangle and a square can be seen as equivalent if they share the same area, distant and local learners should receive equivalent learning experiences that, while differing in nature, "cover the same area." Learning experiences encompass everything that contributes to a student's learning, including observations, feelings, sounds, and actions [16]. Therefore, this theory informed the choice of teaching and learning process, courses and program effectiveness and assessment strategies as learners should experience teaching and learning process, courses and program effectiveness and excellent assessment strategies that would enhance their learning. It's important to note that an equivalent experience is not the same as an equal one. Equivalent experiences can be alike or significantly different. The essence of equivalency theory is that the overall learning experiences for each learner should encompass the same area, even if the individual experiences vary greatly. Striving to make learning equal for both distant and local learners is ultimately futile. Instead, instructional designers should develop a variety of learning experiences that students can choose from or be assigned to, enabling them to meet course objectives and enhance their academic success. Authors [17] have suggested a course design model that incorporates the idea of equivalent learning experiences. Furthermore, policies for distance education should endorse the principle of equivalent rather than equal learning experiences. III. DATA, METHODOLOGY AND DISCUSSION OF RESULTS A. Used Data and Considered Variables The data used for this study was generated from using Distance learning students as participants and the considered variables were the following three open-distance quality delivery components: teaching and learning process, courses and program effectiveness and assessment strategies. B. Research Methodology The current study employed a quantitative research design. The choice of this design was influenced by the fact that the researcher did not manipulate any variables. The target population included all distance learners from the Faculties of Arts, Agricultural Science, Education, Health Science, Hospitality Management, Law, Management Science, Social Science, and Science and Technology, spanning levels 100 to 500. Purposive and Convenient sampling techniques were used to generate sample size for this study. At the first stage, purposive sampling technique was used to select all the faculties at the institution. Secondly, convenient sampling technique was used to select respondents from each faculty: Education 31, Agricultural Science 15, Management Science 17, Social Science 25, Science and Technology 33, Arts 24, Law 15, Health Science 26 and Hospitality Management 14 made up of 200 respondents. The researchers developed a questionnaire titled the "Open- Distance Education Quality Delivery and (ODEQDLAAS), which consisted of three sub- scales: Teaching/Learning Scale, Course/Program Effectiveness Scale, and Assessment Strategies Scale. The questionnaire was structured into two sections: Session A collected demographic information such as age (ranging from 15 to 31 and above), gender, marital status, faculty, and level of study. The second section was aimed at addressing the research questions and objectives. Responses were measured on a four-point Likert scale, where Strongly Agree (SA) was assigned a value of 4, Agree (A) a value of 3, Disagree (SD) a value of 2, and Strongly Disagree (D) a value of 1. Prior to participation, respondents were required to provide informed consent. The study received institutional approval, and the National Open University of Nigeria granted access to distance learners across various departments and faculties through the online community they all share. Participants were assured that the data they provided would be used exclusively for research purposes, ensuring their privacy and anonymity. Content validity, including face validity, was employed to confirm the validity of the instruments used in this study. The items in the instruments were presented in clear and simple language to facilitate understanding among respondents. They were organized logically and systematically to align with the research questions. Data analysis was UNIV ERSIT Y O F IB ADAN L IB RARY 236 conducted using multiple regression, mean and standard deviation at 0.05 level of significance. C. Results and Discussion The results of this examination are delineated hereafter, featuring the initial research query depicted in Table I. Query 1: How did the quality delivery strategies (teaching and learning process, courses and programs effectiveness, and assessment achievement in the institution? To assess the collective impact, a multiple regression analysis was conducted, and the outcome is exhibited in Table I below. TABLE I. MULTIPLE REGRESSION ANALYSIS R R Square Adjusted R Square Std. Error of the Estimate 0.166 0.152 A N O V A Model Sum of Squares DF Mean Square F Sig. Remark Regression Residual Total 5.224 26.171 31.395 3 196 199 1.741 0.134 12.92 <.000b Sig. Table I illustrates findings regarding the collective impact of quality delivery strategies (teaching and learning process, courses and programs effectiveness, and assessment the institution. The data presented in the table demonstrates that the correlation coefficient (R) from multiple regression analysis, indicating the linear association between the predictor and outcome variables, is 0.408. Moreover, the multiple R2 is calculated to be 0.166, with an adjusted R2 of 0.152. These results signify that the predictors (teaching and learning process, courses and programs effectiveness, and assessment strategies) explain 16.6% of the variance in the outcome variable, a statistically significant relationship at P < 0.01. Additionally, the analysis of variance in the multiple regression data revealed an F-ratio of F (3, 196) = 12.92, which was statistically significant at P < 0.01. The multiple regression analysis highlights the correlation coefficients (R) indicating the linear relationship between the components of quality delivery strategies and the outcome variable combined impact of the predictors on the variability in the outcome variable (16.6%) was found to be significant. Furthermore, it suggests that there may be other variables not accounted for in this model that could explain the remaining variance. Query 2: How did the learners perceive the implementation of these strategies in relation to their academic performance at the institution? TABLE II. TEACHING AND LEARNING S/N Teaching and Learning SA A D SD TOTAL 1 The teaching and learning are well structured, organized, clear and logical. 32(16%) 101(50.5%) 46(23%) 21(10.5%) 200 2 The course materials provided clear learning objectives and outcomes. 36(18%) 104(52%) 38(19%) 22(11%) 200 3 The student support services are adequate and offer timely assistance. 29(14.%) 94(47%) 52(26%) 25(12.5%) 200 4 The course content are presented in an engaging, interactive and visually appealing manner. 33(16.5%) 95(47.5%) 48(24%) 24(12%) 200 5 The teaching pattern had a user- friendly interface and navigation system. 23(11.5%) 103(51.5%) 52(26%) 22(11%) 200 Similarly, 60 (30%) of the respondents disagreed with the statement that the course materials provided clear learning objectives and outcomes, while almost all 140 (70%) agreed. UNIV ERSIT Y O F IB ADAN L IB RARY 237 The table showed that a significant majority of respondents, 126 (63%), confirmed that the teaching pattern had a user-friendly interface and navigation system, while only 74 (37%) disagreed with this claim. Most respondents indicated that the teaching and learning at the institution offers course materials along with a user-friendly interface and navigation system that enhances communication among key participants in the teaching and learning process at the institution. TABLE III. COURSE AND PROGRAM S/N Courses and Programs SA A D SD TOTAL 6 The courses and programs offered at NOUN adequately prepare you for desired career path or further education. 30(15%) 87(43.5%) 60(30%) 23(11.5%) 200 7 The NOUN courses and programs effectively managed learning platform and technology tools. 35(17.5%) 99(49.5%) 41(20.5%) 25(12.5%) 200 8 The NOUN courses and programs are well structured, organized and meet minimum standard. 30(15%) 92(46%) 55(27.5%) 23(11.5%) 200 9 The courses created a supportive and inclusive online learning. 28(14%) 87(43.5%) 58(29%) 27(13.5%) 200 10 The courses effectively used multimedia resources to enhance learning. 28(14%) 104(52%) 47(23.5%) 21(10.5%) 200 The research findings showed that 68 respondents (34%) disagreed with the idea that the courses effectively utilized multimedia resources to enhance learning, while nearly all 132 respondents (66%) agreed. The table demonstrated that a significant majority, 134 respondents (67%), confirmed that the NOUN courses and programs effectively managed learning platforms and technology tools, with only 66 respondents (33%) disagreeing. Most respondents indicated that the courses and programs at the institution effectively used multimedia resources and managed learning platforms and technology tools to improve learning at the institution. TABLE IV. COURSE AND PROGRAM S/N Assessment Strategies SA A D SD TOTAL 11 The NOUN assessments provides clear and well-defined instructions. 29(14.5%) 85(42.5%) 62(32%) 24(12%) 200 12 The format and structure of the assessments are clear and easy to follow. 30(15%) 94(47%) 54(27%) 22(11%) 200 13 The assessments offer a variety of questions types that assess different levels of knowledge and skills (e.g., multiple-choice, essays, problem- solving) 34(17%) 98(49%) 48(24%) 20(10%) 200 14 The assessments provide timely feedback on performance 30(15%) 92(46%) 56(28%) 22(11%) 200 15 The assessments are challenging and promotes critical thinking, as well as reflection and self-assessments. 32(16%) 95(47.5%) 52(26%) 21(9105%) 200 Note that Agree and Strongly Agree are aggregated to Agree, while Disagree and Strongly Disagree are aggregated to Disagree. The findings revealed that only 68 respondents (34%) disagreed with the statement that the assessments provide a variety of question types to evaluate different levels of knowledge and skills, such as multiple-choice, essays, and problem-solving. In contrast, nearly all 132 respondents (66%) agreed with this statement. The data also showed that a significant majority, 127 respondents (63.5%), believed that the assessments are challenging and encourage critical thinking, reflection, and self-assessment, while just 73 respondents (36.5%) disagreed. UNIV ERSIT Y O F IB ADAN L IB RARY 238 Most respondents confirmed that the assessment strategies employed by the institution effectively evaluate various levels of knowledge and skills, fostering critical thinking, reflection, and self- assessment to enhance learning within the institution. IV. RESULTS AND DISCUSSION The findings of the research question highlight the extent to which quality distance education strategies-specifically teaching and learning, course and program effectiveness, and assessment strategies-affect learners academic achievement at the National Open University of Nigeria. The results show that these three strategies collectively contributed to predicting learners' academic success at the institution. In fact, when combined, they accounted for 16.6% of the variance in academic achievement. This suggests that by implementing all three strategies considered in this study, learners academic performance could improve by 16.6%, while the remaining 83.4% of the variation falls outside the scope of this research. This finding supported the theory used for this study stated that adopting the equivalent theory, NOUN can work towards ensuring that its learners receive a high-quality education that prepares them for academic and professional success, regardless of their physical location. This finding also aligns with the work of [18] and [19], who argue that a strategically planned distance learning program is a complex endeavor where well-designed quality distance education strategies can foster an effective learning environment. Additionally, [20] noted that providing well-written, well-illustrated, and well-packaged course materials are crucial for enhancing teaching and learning effectiveness, as distance learning programs. Furthermore, [21] emphasized that the integration of platforms like Moodle and Blackboard, along with online libraries, course modules, regular online interactions between tutors and learners, and appropriate access times for online learning, could significantly improve distance learning courses and programs if implemented effectively. In line with the observations made by distance education scholars, it is essential for distance educational institutions to be equipped with the necessary technologies to meet the demands of this mode of learning [22,23]. This supports the findings of [24] and [25], who highlighted that the use of Learning Applications like LMS, Moodle, and Zoom, along with Google Applications such as Google Meet and Google Classroom, and Social Media Applications like Telegram and WhatsApp, has facilitated the integration of environmental infrastructure. This integration is vital for fully incorporating ICTs to enhance distance learners' participation, retention, and overall academic success. The findings from study question 2 highlight learners' views on the effectiveness of learning when quality distance education strategies are applied to teaching and learning, as well as course and program effectiveness and assessment methods. The results indicated that each of these three factors had a significant impact on students learning outcomes in this context. Learners expressed that these three quality distance education strategies were seen as crucial and should be integrated into the teaching and learning processes at the institution. This also aligns with the principles of Universal Design for Learning, which focus on creating inclusive, adaptable, and student- centered learning environments to ensure that all students can access and benefit from course materials, assignments, and activities anytime and anywhere. These insights support the notion that COVID-19 has opened up new avenues for innovation in the realm of digital education with adoption of blended learning in recent time. This finding also supports [26] assertion that online quizzes, group discussions, collaboration, and easy access to exam results through tools like WhatsApp Messenger, Email, Edmodo, Google Forms, and Moodle are effective assessment strategies for distance learners. Additionally, [27] noted that learners who can utilize smartphones and Android devices as supplementary support services have easier access to online course modules and study guides, facilitating interaction between tutors and learners, as well as among peers, which can lead to significant educational improvements via platforms like Zoom and WhatsApp, ultimately enhancing their academic performance. Furthermore, the study by [28] concurs with the current research, emphasizing that the internet's potential to enhance education, broaden access to resources, and support innovative teaching and learning methods across the continent is immense. Most nations recognize that knowledge and information are crucial for boosting productivity, enhancing competitiveness, and generating wealth. UNIV ERSIT Y O F IB ADAN L IB RARY 239 Limitation of this study encompasses digital divide, distance learning pedagogy, other institutional support services and learner-related factors and a mixed-method for a similar study. All these are open for further studies. V. CONCLUSION This study has demonstrated a significant positive correlation between effective distance education strategies and students academic success at the National Open University of Nigeria. Consequently, it is anticipated that if distance learning institutions focus on implementing quality distance education strategies, it will lead to improved student retention and success in their programs. The study concludes that when distance education strategies are supportive of learners, they are more likely to achieve positive and desirable academic outcomes. ACKNOWLEDGMENT This paper is a part of the results of research carried out in the Department of Adult Education, Faculty of Education, and University of Ibadan. REFERENCES [1] Asiyai, R. I. (2015). Improving Quality Higher Education in Nigeria: The Roles of Stakeholders. International Journal of higher education, 4(1), 61-70. [2] Ewuzie, K. (2020). Quality assurance mechanism top educationists demand for 2020. Available at: https://bu sinessday.ng/education/article/quality-assurance-mec hanism-top-educationists-demand-for2020 [3] Njoku, L. (2016). 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