ADELEYE GBEMI JOSEPH

Lang, Arts AND Sci

At the Lang, Arts AND Sci department office

Appointment on Visitation important

Topic: Inclusive Music Edtech Economics

Description: Inclusive Music EdTech Economics is the centre of my emerging scholarship. It is shaped by my work with international classrooms, online music learners, and students with disabilities who depend on adaptive technologies. My research examines how specific tools—adaptive keyboards and MIDI controllers, AI-supported ear-training platforms, and low-cost VR rehearsal labs—reshape cost-per-learner, skill acquisition, and access for diverse learners. A strong part of my motivation comes from classroom moments: watching a visually impaired student improvise confidently for the first time using a customised controller reinforced my belief that technology, when well-designed and economically viable, can democratise music learning. The aims are fourfold: 1. To evaluate the cost-effectiveness and learning impact of targeted EdTech interventions using measurable indicators such as skill-gain percentages, learner retention, and accessibility compliance. 2. To understand how adaptive instruments and assistive devices expand meaningful participation for students with disabilities. 3. To identify sustainable financing models breakeven analyses, cost-benefit ratios, and value-for-money assessments for schools and community academies adopting music technology. 4. To translate findings into practical resources: policy briefs, budgeting templates, and an inclusion-focused implementation toolkit. Methodologically, I combine quantitative approaches (ROI, NPV, and cost-effectiveness modelling; pre/post learning assessments) with qualitative interviews involving teachers, school leaders, EdTech developers, and neurodiverse learners. Case studies from hybrid classrooms and online academies strengthen contextual understanding. The expected outcomes include identifying affordable, high-impact digital tools, clarifying hidden implementation costs, and offering evidence-based guidance for building safe, adaptive music learning spaces. Ultimately, this work contributes to a scalable, inclusive, and economically sustainable vision of music education particularly for low-resource contexts and learners with disabilities.

#	Certificate	School	Year
1.	Ph.D (Ph.D. Music Education (In Progress))	Department of Language Arts and Social Science Education, Lagos State University, Ojo.	2028

Energy Poverty and Musical Education: Exploring the Impact of Erratic Power Supply on Creative Industries and Learning Spaces in Nigeria

In Nigeria, erratic electricity supply disrupts classrooms, rehearsal halls, recording studios, and digital learning spaces, directly affecting music education and the broader creative industry. Music students, educators, and practitioners navigate daily interruptions that stifle creativity, impede skill acquisition, and limit opportunities for cultural expression. While improvised solutions generators, off-grid digital platforms, and hybrid learning strategies demonstrate resilience, they also raise critical questions about equity, access, and the long-term sustainability of NigeriaAs creative ecosystem. Aims/Objectives: 1. To examine how energy poverty affects music learning, practice, and performance in formal and informal educational settings. 2. To document adaptive strategies and coping mechanisms employed by students, teachers, and creative professionals. 3. To assess the broader implications of unreliable energy on the sustainability and economic viability of Nigeria’s music and creative industries. 4. To provide evidence-based recommendations for policy, infrastructure, and institutional interventions that support equitable access to musical education and creative production. Methodology: A mixed-methods approach combining qualitative interviews with music students, educators, and industry stakeholders, alongside observational case studies of classrooms, studios, and creative hubs. Quantitative data on lesson interruptions, generator costs, and digital learning adoption will contextualize the qualitative insights. Expected Results: The study anticipates revealing systemic barriers caused by energy poverty, documenting innovative adaptive strategies, and quantifying the impact on learning outcomes and creative productivity. Contribution to Knowledge/Society: Findings will inform education and energy policy, highlight the intersection of infrastructure and cultural development, and provide actionable recommendations to enhance equitable access, sustainability, and resilience in Nigerias music education and creative industries.

ADELEYE JOSEPH is a Assistant Lecturer at the Department of Lang, Arts AND Sci

ADELEYE has a Ph.D in Ph.D. Music Education (In Progress) from Department of Language Arts and Social Science Education, Lagos State University, Ojo.