Match tier Listed

Presence Current · Arkansas

Last published 2025

Sources OpenAlex · ORCID

Refreshed 2026-10-05

E

Ejiofor Stanley Chukwuebuka

Graduate Student

Arkansas Tech University

2 h-index 2 pubs 12 cited

Research Areas

Links

ORCID

OverviewAI-generated summary

Ejiofor Stanley Chukwuebuka is a graduate student whose research explores the intersection of artificial intelligence and educational development. His work has focused on generative AI's potential impact on sustainable development goals within tertiary education, specifically concerning quality education. Chukwuebuka also investigates immersive educational pedagogy, aiming to develop new teaching methods for enhanced learning experiences. His scholarly output includes two publications, with a total of 12 citations and an h-index of 2. He has collaborated with Edidiong Elijah Akpan on one shared publication.

Metrics

h-index: 2
Publications: 2
Citations: 12

Positions

Graduate Student 2023–present

Arkansas Tech University Computer and Engineering science ORCID

Selected Publications

Immersive Educational Pedagogy Development (2025)

Advances in computational intelligence and robotics book series 2 citations DOI OpenAlex
Generative Artificial Intelligence (AI) on Sustainable Development Goal 4 for Tertiary Education (2024)

Advances in educational technologies and instructional design book series 10 citations DOI OpenAlex

View all publications on OpenAlex →

Collaboration Network

9 Collaborators 6 Institutions 3 Countries

Top Collaborators

Ugochukwu Okwudili Matthew The Federal Polytechnic, Ado-Ekiti (NG) 2 shared publications

David Oyekunle University of Salford (GB) 2 shared publications

Matthew Abiola Oladipupo University of Salford (GB) 2 shared publications

Temitope Samson Adekunle Colorado State University (US) 2 shared publications

Ajibola Olaosebikan Waliu Southampton Solent University (GB) 2 shared publications

Edidiong Elijah Akpan Arkansas Tech University 1 shared publication

In database

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Victory Chibuike Onumaku Edge Hill University (GB) 1 shared publication

Victoria Enemona Oseni University of Salford (GB) 1 shared publication

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