Plant-Based Activated Carbons for Cobalt and Strontium Removal: Insights into Adsorption Mechanisms | Chapter 8 | Chemical and Materials Sciences: Research Findings Vol. 2

Aims: To investigate the adsorption behavior of Co(II) and Sr(II) ions on the surface of plant-based activated carbons (obtained from walnut shells (CA-N) and apple wood (CA-M), and modified by oxidation with nitric acid and nitric acid/urea mixture).

Methodology: Activated carbons were chemically modified using nitric acid (sample CA-Mox) and a nitric acid/urea mixture (samples CA-Mox-u, CA-Nox-u). Their physicochemical properties were characterized through nitrogen adsorption isotherms, SEM-EDX, FTIR spectroscopy, pH metric titrations, Boehm titration, and elemental analysis. Batch adsorption experiments were conducted to evaluate the removal efficiency of Co(II) and Sr(II) ions over a pH range of 2–10. Kinetic models (pseudo-first-order, pseudo-second-order, intraparticle diffusion) and isotherm models (Langmuir, Freundlich, Dubinin–Radushkevich, Temkin-Pyzhev) were applied to study adsorption mechanisms and estimate maximum adsorption capacities.

Results: On the surface of activated carbons the following functional groups have been identified: strongly acidic groups (CA-Mox, 0.95 meq/g; CA-Mox-u, 0.44 meq/g; CA-Nox-u, 0.32 meq/g) and weakly acidic and phenolic groups, while the pH_pzc value of the studied activated carbons increase as follows:
CA-Mox (2.3) < CA-Mox-u (3.3) < CA-Nox-u (3.9) < CA-M (6.9) < CA-N (8.3).

The results of batch experiments indicate that maximum adsorption can be achieved in broad pH ranges: 4–8 for Co(II) and 4–10 for Sr(II). The maximum adsorption capacities of Co(II) and Sr(II) on oxidized activated carbons at pH = 4 are: CA-Mox, 0.085 and 0.076 mmol/g; CA-Mox-u, 0.056 and 0.041 mmol/g; and CA-Nox-u, 0.041 and 0.034 mmol/g, respectively.

The experimental data are best described by the pseudo-second kinetic model, suggesting that the adsorption of metal ions (cobalt(II) and strontium(II)) onto oxidized activated carbons is based on chemisorption. The constants determined for the Freundlich and Langmuir models and the energy values estimated by Dubinin–Radushkevich demonstrate that the adsorption process of strontium(II) and cobalt(II) ions onto oxidized activated carbons is favorable and dominated by chemisorption of the energetically homogenous surface in the modeled system.

Conclusion: The investigations highlight the important role of the solution pH, of the activated carbons' functional groups, and the pH_pzc value for the adsorption process of cobalt(II) and strontium(II) ions. By summarizing the obtained results, the adsorption mechanisms of toxic metal ions on activated carbons were proposed.

 

 

Author (s) Details

Raisa Nastas
Institute of Chemistry of Moldova State University, 3, Academiei Str. Chisinau, MD-2028, Republic of Moldova.

 

Irina Ceban
Institute of Chemistry of Moldova State University, 3, Academiei Str. Chisinau, MD-2028, Republic of Moldova.

 

Tudor Lupascu
Institute of Chemistry of Moldova State University, 3, Academiei Str. Chisinau, MD-2028, Republic of Moldova.

 

Please see the book here:- https://doi.org/10.9734/bpi/cmsrf/v2/5160

 

Estimation of Manganese in Ferromanganese Slag | Chapter 7 | Chemical and Materials Sciences: Research Findings Vol. 2

Leaching of manganese from ferromanganese slag (Garividi, Vizianagram Dt.) was effectively done by using both hydrochloric and perchloric acid solutions. It was noticed that the rate of leaching is more temperature sensitive and dependent on the nature of the acid solution used in these studies.

 

Solvent extraction of manganese [Mn (II)] by tri-n-octylamine (TOA) dissolved in xylene from hydrochloric and perchloric acid media has been carried out. Extractions are nearly quantitative from both acid solutions. The effect of concentrations of acid, metal, and TOA and diluent on the extraction has been studied. Maximum efficiency is obtained with xylene as diluent. Stripping of manganese from the organic phase was quantitatively achieved with 1.0M HNO₃. The extracted species was also identified as [Mn X₂. (2TOA)], (X=chloride or perchlorate).

 

Attempts made for the estimation of manganese were successful in the presence of other metals and impurities usually associated with ferromanganese slag.

 

Author (s) Details

A.V.L.N.S.H. HARIHARAN
Department of Chemistry, GIS, GITAM University, Visakhapatnam – 530 045, India.

 

K.Y. KARUNA
Department of Chemistry, GIS, GITAM University, Visakhapatnam – 530 045, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/cmsrf/v2/5174

Transforming Lecturers for Evolving Education: Addressing the Knowledge and Skills Gap in Education 5.0 Era | Chapter 12 | Quality Assurance Practices for Transformative Higher Education in Southern Africa

Education 5.0 reaffirms the primacy of universities, polytechnics, teachers’ colleges and industrial training colleges in economic growth, technological transfer and generation of new knowledge. The paper examines the knowledge and skills gap among lecturers in the context of Education 5.0, an era defined by its emphasis on the integration of teaching, research, community service, innovation and industrialisation. The study argues that without targeted professional development and support, lecturers may struggle to meet the expectations of a modernised curriculum. Through a synthesis of literature and practical insights, the study proposes a framework for transforming lecturer competencies that aligns with the goals of Education 5.0. The framework explores strategic interventions, including continuous professional development programs, pedagogical innovation, and technological integration, which enhance lecturer proficiency. Best practices from higher teacher education institutions illustrate effective transformation strategies, ensuring quality teacher preparedness for 21st-century learning. Through an examination of the current educational reforms and the associated challenges faced by lecturers, this chapter sets the stage for a deeper understanding of the transformation required within teacher education in Zimbabwe. In conclusion, the Education 5.0 era presents transformative opportunities for the higher education sector, driven by the five tenets of teaching, research, community engagement, innovation and industrialisation.

 

Author (s) Details

 

Mudzengerere Dadirayi
Ministry of Primary and Secondary Education, Zimbabwe.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-49729-81-0/CH12

Redefining Higher Education Quality Assurance in Southern Africa through the Infusion of Artificial Intelligence | Chapter 11 | Quality Assurance Practices for Transformative Higher Education in Southern Africa

 The infusion of Artificial Intelligence (AI) into various spheres of life, including education for sustainable development, has revolutionised key pillars of higher education such as teaching, community service, research, innovation, and industrialisation. This chapter focuses on redefining quality assurance (QA) in Southern Africa’s (Angola, Botswana, Eswatini (Swaziland), Lesotho, Malawi, Mozambique, Namibia, South Africa, Zambia, and Zimbabwe) higher education by embedding AI into its systems. It emphasises the importance of conceptualising AI within the framework of QA processes in higher education. Central to this chapter is an exploration of the transformative impact of AI on curriculum development in higher education. Thus, AI is revolutionising QA by introducing innovative methods and tools such as AI-Powered Test Automation, predictive analytics, root cause analysis, security and compliance, etc., that enhance efficiency, accuracy, and adaptability. The chapter further investigates how AI enhances compliance and quality checks in educational institutions. Ethical considerations tied to the use of AI in QA processes are also critically analysed. By contributing to ongoing debates and discussions, this chapter reinforces the growing necessity of integrating AI into higher education systems, with particular attention to QA.

 

Author (s) Details

 

Chikuvadze Pinias
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

 

Mhishi Misheck
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

 

Dziva Daimond
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

 

Makuvire Claretah
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

Chikerema Teres
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

 

Machona Liberty
Department of Quality Assurance, Africa University, Zimbabwe.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-49729-81-0/CH11

Bridging Higher Education Skills for Transformation in Southern Africa | Chapter 10 | Quality Assurance Practices for Transformative Higher Education in Southern Africa

A gap exists between acquired skills and the labour market in Africa. This chapter aimed to bridge the gap between learning outcomes and real-world skills to achieve Aspiration 1 of the African Union Agenda 2063. This chapter unveiled forms of assessment that are summative and formative in tertiary institutions. It also identified examinations, quizzes and projects or take-home assignments as examples of continuous assessment commonly used in assessing students in tertiary institutions, though they are associated with unethical practices in various tertiary institutions. The chapter marked the importance of feedback loops, curriculum evaluation and modification and the much-needed quality assurance in the teaching and learning process. The author used documentary analysis and online platforms to gather information. It was then discovered by the author that feedback loops are missing in tertiary institutions, which might have an impact on the promotion of innovation and creativity skills to achieve the African Union Agenda 2063.

 

Author (s) Details

Kunatsa Gilbert
Ministry of Primary and Secondary Education, Zimbabwe.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-49729-81-0/CH10

From Consultation to Collaboration: Harnessing Stakeholder Involvement for Innovation in Higher Education | Chapter 9 | Quality Assurance Practices for Transformative Higher Education in Southern Africa

This chapter explores the shift from traditional consultation to active collaboration in higher education to foster innovation and adapt to evolving industry and societal needs. Traditionally, higher education institutions have engaged stakeholders through various consultation mechanisms (i.e., surveys, advisory boards, etc.). While valuable, these mechanisms often fail to fully leverage stakeholder expertise in shaping institutional strategy and curriculum. This chapter argues that true innovation in higher education requires moving towards a more collaborative model, where stakeholders co-create solutions, share knowledge and engage in decision making. Using document analysis, case studies were drawn from Google Scholar, Web of Science, Scopus and JSTOR to articulate the importance of collaboration, the evolution of stakeholder involvement in higher education, alignment of the curriculum with industry needs, interdisciplinary approaches to problem solving and accelerated innovation. It also looks at key strategies for fostering collaboration, such as creating partnerships, incorporating diverse stakeholder feedback and leveraging digital platforms. This chapter also emphasises empowering stakeholders to take an active role in educating pupils about the intricacies of contemporary human capital.

 

Author (s) Details

 

Dangarembwa George
University of the Free State South Africa, South Africa.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-49729-81-0/CH9

Enhancing Lecturer Development for Effective Quality Assurance Integration in Higher Education |Chapter 8 | Quality Assurance Practices for Transformative Higher Education in Southern Africa

Introduction: Quality is at the heart of transformative education, and lecturers play a crucial role in providing quality education. This belief encourages to state that in as much as factors such as institutional support, curriculum design, and student engagement influence educational quality, the role of the lecturer remains critical. However, there is a need to emphasise in this chapter that the quality of human resources in any country is a necessity. To be specific, universities have a multifaceted nature of human resources, encompassing not only lecturers but also support staff, administrators, and policymakers. This refers to skilled and semi-skilled staff. Universities focus on constantly improving lecturers’ capacity for research, teaching, innovation and industrialisation skills, and knowledge that lecturers require. This is essential because they also have a direct impact on students' learning experiences. As a result, it is critical to assess the efficacy of lecturer development programmes in terms of higher education quality assurance management.

Objective: The purpose of this chapter is to analyse the effectiveness of the lecturer development programme in enhancing teaching abilities and skills.

Results: Universities can increase the quality of their teaching and research by implementing lecturer development programmes, which in turn boost their reputation. Thus, investment in lecturer development programmes can be considered a sustainable strategy to advance the quality of higher education and achieve the goal of developing quality human resources. It has also been found that a supportive institutional culture that prioritises quality assurance leads to better alignment between teaching practices and the desired learning outcomes. However, the challenges of lecture development programs involve the dynamics of technological change, globalisation, and demands for curriculum diversification. Along with these challenges, there are also ongoing innovations in the design and implementation of these programmes. 

Conclusion:  Lecturer development was emphasised as a purposeful process that gives teachers the abilities and information they need to successfully negotiate the ever-changing terrain of teaching and learning, while integration was defined as the methodical incorporation of quality assurance concepts into all facets of instructional practice.

 

Author (s) Details

 

Musakanyi Barbra Nyum
Robert Mugabe School of Heritage and Education, Great Zimbabwe University, Zimbabwe.

 

Makuvire Claretah
Faculty of Science Education, Bindura University of Science Education, Zimbabwe.

 

Muzenda Denius
Robert Mugabe School of Heritage and Education, Great Zimbabwe University, Zimbabwe.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-49729-81-0/CH8