Ubiquity of jungle justice in Nigeria and its implications for law enforcement

This study developed and validated a Smart Vehicle-Starting System Simulator (SVSSS) for teaching Automobile Technology in Colleges of Education (Technical) in Kwara State, Nigeria. A descriptive research and development (R&D) design was adopted, involving interdisciplinary expert validation. The population comprised professionals in mechanical engineering, electrical/electronic engineering, and educational technology, from which twenty-one experts were purposively selected, including seven mechanical engineers, seven electrical/electronic engineers, and seven educational technology specialists. Data were collected using three researcher-designed instruments: the Mechanical Engineers’ Rating Scale (MERS), Electrical/Electronic Engineers’ Rating Scale (EERS), and Educational Technology Experts’ Rating Scale (ETERS). The instruments were validated by subject experts and pilot-tested, yielding reliability coefficients of 0.751, 0.742, and 0.842, respectively. Findings indicated high levels of expert validation across all domains: mechanical engineers affirmed the simulator’s structural integrity, durability, and mechanical efficiency; electrical/electronic engineers confirmed its electrical safety and functional reliability; and educational technology specialists validated its usability and instructional relevance. The study concludes that the SVSSS is a technically sound and pedagogically effective instructional tool capable of enhancing experiential learning and bridging the gap between theory and practice in Automobile Technology. It is recommended that Colleges of Education adopt the simulator for instructional use and that educational stakeholders support the development of locally produced instructional technologies to promote sustainable and cost-effective technical education.