ENHANCING STUDENTS’ SELF-EFFICACY AS A CATALYST FOR SUCCESS IN COMPUTERBASED TESTING: POLICY INSIGHTS FROM AL-HIKMAH UNIVERSITY

Abstract

 In this paper, the author investigates Al-Hikmah University, Ilorin policies framework and how the digital 
assessment practices, student development, and global engagement are influenced by the institutional policies in the 
context of the Nigerian higher education. Based on the recent Nigerian academic literature and institution practices, 
the research examines the major policy aspects such as quality assurance, integration and computer-based testing 
(CBT) and information and communication technology (ICT), entrepreneurship education, moral education, and 
inclusive education, and research and international cooperation. The discussion reveals how Al-Hikmah University 
has been able to control the institutional development and at the same time maintained the academic standards with 
organized quality assurance measures and staff development. The paper also illustrates that the ICT and CBT 
policies of the university extend past the provision of infrastructures to focus on the readiness of the students, their 
digital confidence, and transparency in assessments. Besides, institutionalisation of entrepreneurship and vocational 
education is more of a practical response to the problem of graduate unemployment and is national development
focused. Moral education, as well as the inclusion of the concept in the policies of universities, emphasizes the 
promise of the comprehensive development of students, who are not only academically competent but also ethically 
sound. Research development and international collaboration is also found in the study as the key policy tools in 
achieving the enhancement of the institutional visibility, sharing of knowledge, and capacity building of the staff 
and students. In general, the paper shows that the policy orientation in Al-Hikmah University is a rational and 
context-related model of the governance of a private university in Nigeria. The results have provided viable lessons 
to policymakers and university leaders who want sustainable, value-based methods of developing the higher 
education system.