PUBLICATIONS

Publication Statistics

Monograph Book

• Omodan, B. I. (2024). Research Paradigms and Their Methodological Alignment in Social Sciences: A Practical Guide for Researchers (1st ed.). Routledge. https://doi.org/10.4324/9781003484066 

Edited Book

• Omodan, B. I., & Tsotetsi, C. T. (2023). A Compendium of Response to Student Unrest in African Universities. Axium Academic Publishers.

Journal Articles Already Published 

Omodan, B. I. (2024). The Dialectics of Modernity and Tradition: A Decolonial Critique of University’s Role in Shaping Social Consciousness. Journal of Developing Societies, 0(0), 1-21. https://doi.org/10.1177/0169796X241254199

Omodan, B. I. (2024). Decolonising student services: Implications for conflict management in higher education. Routledge Open Research, 3, 1-11. https://doi.org/10.12688/routledgeopenres.18311.1

Omodan, B. I., Manquma, N., & Mafunda, A. (2024). Decolonising Minds, Empowering Futures: Rethinking Entrepreneurial Education for University Students in Africa. Journal Of Curriculum Studies Research, 6(2), 1-19. https://doi.org/10.46303/jcsr.2024.8 

Omodan, B. I. (2024). The roles of epistemology and decoloniality in addressing power dynamics in university education. Globalisation, Societies and Education, 1 16. https://doi.org/10.1080/14767724.2024.2335661 

Mashwama, X. M., & Omodan, B. I. (2024). Breaking Barriers: A systematic review of inclusive practices in higher education for Engineering students with disabilities. International Journal of Learning, Teaching and Educational Research, 23(7), 228-249. https://doi.org/10.26803/ijlter.23.7.12

Omodan, B. I. (2024). Redefining university infrastructure for the 21st century: An interplay between physical assets and digital evolution. Journal of Infrastructure, Policy and Development, 8(4), 1-20. http://dx.doi.org/10.24294/jipd.v8i4.3468 

Omodan, B. I., & Mamaile, D. (2024). The roles of teachers in enhancing effective classroom management strategies in Gauteng high schools, South Africa. Nurture, 18(3), 573-586. https://doi.org/10.55951/nurture.v18i3.682 

Makura, A. H., & Omodan, B. I. (2024). Re-membering the dismembered in university ’politics of process’: Strategies for women’s empowerment and inclusivity in academic leadership. Interdisciplinary Journal of Sociality Studies, 4, 1-16. https://doi.org/10.38140/ijss-2024.vol4.02 

Omodan, B. I. (2023). Causes and Institutional Responses of Social Unrest in South African Universities. SAGE Open, 13(4), 1-11. https://doi.org/10.1177/21582440231218775

Omodan, B. I., & Skosana, C. (2023). Addressing Potential Conflict among University Students during Collaborative Tasks. Education Science, 13, 1245. https://doi.org/10.3390/educsci13121245 

Omodan, B. I. (2023). Addressing the dark side of leadership in the university system using community of practice (CoP) approach. Administrative Science, 13(12), 246; https://doi.org/10.3390/admsci13120246 

Omodan, B. I. (2023). Psychological implication of student unrest on student leaders: A social support perspective. Heliyon, e22334. https://doi.org/10.1016/j.heliyon.2023.e22334 

Omodan, B. I. (2023). Decolonising classroom management and its political hegemony in universities. Social Sciences, 12, 1-13. https://doi.org/10.3390/socsci12120644 

Omodan, B. I. (2023). Unveiling Epistemic Injustice in Education: A critical analysis of alternative approaches. Social Sciences & Humanities Open, 8(1), 100699. https://doi.org/10.1016/j.ssaho.2023.100699 

Omodan, B. I., & Dastile, N. P. (2023). Analysis of Participatory Action Research as a decolonial research methodology. Social Sciences, 12(9), 1-11. https://doi.org/10.3390/socsci12090507 

Mguye, N. J. & Omodan, B. I.(2023). Managing Bullying Among Senior Phase Learners in Eastern Cape Province, South Africa. Journal of Social Studies Education Research, 14(3), 52-73.

Omodan, B. I., & Makena, B. (2023). Rural Support Experience of Student-Teachers in South Africa: The need for of supportive infrastructures and Language teaching. World Journal of English Language, 13(2), 224-231. https://doi.org/10.5430/wjel.v13n2p224

Mamaile, D., & Omodan, B. I. (2023). Exploring Challenges Hindering Teachers’ Implementation of Classroom Management Strategies in Gauteng High Schools, South Africa. Research in Educational Policy and Management, 5(2), 245-262. https://doi.org/10.46303/repam.2023.22 

Omodan, B. I. (2023). The role of organisational culture in conflict management among university stakeholders. Humanities and Social Sciences Letters, 11(3), 282–294. https://doi.org/10.18488/73.v11i3.3439

Mguye, N. J., & Omodan, B. I. (2023). Analyzing LGB-based school bullying among senior phase learners in South Africa. Nurture, 17(4), 571–584. https://doi.org/10.55951/nurture.v17i4.433 

Omodan, B. I. Mtsi, N.,  & Mpiti, P. T. (2023). Enhancing virtual teaching and learning through connectivism in university classrooms. Journal of Curriculum and Teaching 12(4), 116-124. https://doi.org/10.5430/jct.v12n4p116 

Omodan, B.I. (2023). Addressing the underside of student unrest in South African universities using collegial leadership as approach. Transformation in Higher Education 8(0), a273. https://doi.org/10.4102/the.v8i0.273

Omodan, B. I., & Mpiti, P. T., & Mtsi, N. (2023). A conceptual analysis of what it means to decolonise the curriculum. International Journal of Learning, Teaching and Educational Research, 22(7), 344-355. https://doi.org/10.26803/ijlter.22.7.18 

Omodan, B. I. (2023). Fostering University Students’ Motivation through Dialogic Classroom Practices: A Conceptual Model. Journal of Curriculum and Teaching, 12(4), 31-39. https://doi.org/10.5430/jct.v12n4p31 

Mahoko, N., & Omodan, B. I. (2023). Factors influencing lecturer’s retention in a South African University. Research in Educational Policy and Management, 5(2), 163-176. https://doi.org/10.46303/repam.2023.15 

Omodan, B. I. (2023). Analysis of connectivism as a tool for posthuman university classrooms. Journal of Curriculum Studies Research, 5(1), 1-12. https://doi.org/10.46303/jcsr.2023.2

Damoah, B., Khalo, X. & Omodan B. I. (2023). Disparities in rural universities transformation: A review from a South African perspective. Prizren Social Science Journal, 7(3), 1-10. https://doi.org/10.32936/pssj.v7i3.449 

Damoah, B., & Omodan, B. I. (2023). Tracing the Footprints of Environmental Education in Teacher Education: A Review of Pre-Service Teachers’ Training in Universities. Journal for Educators, Teachers and Trainers, 14(5), 184-196. https://hdl.handle.net/10481/84089

Omodan, B. I. (2022). Deconstructing psychological implication of student unrest among university students through Ubuntu. International Journal Educational Research Open, 3, 1-5. https://doi.org/10.1016/j.ijedro.2022.100211 

Omodan, B. (2022). Ubuntu Politics of Process: An Alternative Conflict Management Culture in Universities. Journal of Ethnic and Cultural Studies, 9(4), 42–54. https://doi.org/10.29333/ejecs/1277

Omodan, B. I., & Abejide, O. S.  (2022). Reconstructing Abraham Maslow’s hierarchy of needs towards an inclusive infrastructure development needs assessment. Journal of Infrastructure, Policy and Development, 6(1), 1-12. http://dx.doi.org/10.24294/jipd.v6i2.1483 

Omodan, B. I. (2022). The Potency of Ubuntugogy as a Decolonised Pedagogy in Universities: Challenges and Solutions. African Perspectives of Research in Teaching & Learning, 6(2), 96-111. https://www.ul.ac.za/aportal/application/downloads/Article_7_Oct_2022.pdf 

Omodan, B. I. (2022). A Model for Selecting Theoretical Framework through the Epistemology of Research Paradigms, African Journal of Inter/Multidisciplinary Studies, 4(1), 275-285. https://doi.org/10.51415/ajims.v4i1.1022 

Omodan, B. I. (2022). Transformational Leadership Approach as a Productive Management Process in Universities. Journal of Advocacy, Research and Education, 9(1), 27-35. https://doi.org/10.13187/jare.2022.1.27 

Damoah, B., & Omdoan, B. I. (2022). Determinants of effective environmental education Policy in South African Schools. International Journal Educational Research Open, 3, 1-10. https://doi.org/10.1016/j.ijedro.2022.100206 

Makena, B. & Omodan, B. I. (2022). Subscribing to diverse subjects in different classes: language development dichotomy. Journal of Research on English and Language Learning, 3(2), 79-88. http://dx.doi.org/10.33474/j-reall.v3i2.16504 

Addam, B., & Omodan, B. I. (2022). Students’ learning experiences with synchronised emergency remote online education. Innovative Journal of Curriculum and Educational Technology, 11(1), 47 - 58. https://doi.org/10.15294/ijcet.v11i1.55001 

Omodan, B. I. (2022). Transformative Pedagogy as a Decolonised Teaching Philosophy. Journal of Educational and Social Research, 12(3), 70-79. https://doi.org/10.36941/jesr-2022-0067 

Omodan, B. I. (2022). Analysis of "Hierarchy of Needs" as a Strategy to Enhance Academics Retention in South African Universities. Academic Journal of Interdisciplinary Studies, 11(3), 366-376. https://doi.org/10.36941/ajis-2022-0089 

Omodan, B. I., & Makena, B. (2022). Positioning ubuntu as a strategy to transform classism in university classrooms. EUREKA: Social and Humanities, 3, 104-111. https://doi.org/10.21303/2504-5571.2022.002392 

Omodan, B. I. (2022). The challenges of Student-Teachers in Rural Places of Teaching Practice: A decolonial Perspectives. International Journal of Learning, Teaching and Educational Research, 21(3), 127-142. https://doi.org/10.26803/ijlter.21.3.8 

Omodan, B. I. (2022). The Potency of Social constructivism on Classroom Productivity in Universities. Studies in Learning and Teaching, 3(1). https://doi.org/10.46627/silet.v3i1.97 

Omodan, B. I. & Mtshatsha, N. (2022). Reinventing Students' Self-esteem in Classrooms: The Need for Humanistic Pedagogy. Journal Of Education, Teaching and Learning, 7(2), 10-17. https://dx.doi.org/10.26737/jetl.v7i2.3243 

Tsotetsi, C. T., & Omodan, B. I. (2022). Transforming socio-economic development in QwaQwa community of South Africa. International Journal of Research in Business and Social Science, 11(3), 184–194. https://doi.org/10.20525/ijrbs.v11i3.1762 

Omodan, B. I. & Addam, B. (2022). Analysis of Transformational Teaching as a Philosophical Foundation for Effective Classrooms. Journal of Curriculum Studies Research, 4(2), 15-29. https://doi.org/10.46303/jcsr.2022.9 

Madonsela, T. P., Omodan B. I., & Tsotetsi, C. T. (2022). Causes of the alarming rise of false sexual allegations against teachers in South African schools. Journal Of Education, Teaching and Learning, 7(2), 1-5. https://dx.doi.org/10.26737/jetl.v7i2.3238 

Omodan, B. I. (2022). Emancipatory tendencies of Ubuntu-like Classrooms as an Enhancer of Student Academic Prowess. E-Journal of Humanities, Arts and Social Sciences, 3(3), 66-76. https://doi.org/10.38159/ehass.2022334 

Omodan, B. I. (2022). Analysis of emancipatory pedagogy as a tool for democratic classrooms. International Journal of Research in Business and Social Science, 11(2), 348–354. https://doi.org/10.20525/ijrbs.v11i2.1662 

Omodan, B. I. (2022). Virtual Management of Students' Unrest During the COVID-19 New Normal: The Need for an Innovative Approach. Journal of Culture and Values in Education, 5(1), 1-12. https://doi.org/10.46303/jcve.2022.2 

Adewale, S., Omodan, B. I., & Awodiji, O. A. (2022). A Systematic Review of Post-Covid-19 Pandemic Strategies to Improve Instruction of Technical and Vocational Education and Training in Nigeria. E-Journal of Humanities, Arts and Social Sciences, 3(11), 19-35. https://doi.org/10.38159/ehass.2022sp3113 

Mtshatsha, N. & Omodan, B. I. (2022). Positioning male teachers in the foundation phase in South Africa: A case of one Education District. International Journal of Theory and Application in Elementary and Secondary School Education, 4(2), 27-36. https://doi.org/10.31098/ijtaese.v4i2.984 

Damoah, B., & Omdoan, B. I. (2022). Post Covid-19 teaching and learnings strategies in South African schools. E-Journal of Humanities, Arts and Social Sciences, 3(11), 90-103. https://doi.org/10.38159/ehass.2022sp3118 

Moloi, J. Tobi, E. & Omodan, B. I. (2022). Strategies of Teaching English as a Second Language: Findings from a Mixed-Method Research. Journal of Studies in Social Sciences and Humanities, 8(1), 1-19.

Makena, B. & Omodan, B. I. (2022). Digital influences on academic attainment: A case of one secondary school in a rural Education District. International Journal of Research in Business and Social Science. 11, (4), 342-347. https://doi.org/10.20525/ijrbs.v11i4.1784

Adebola, O. O. & Omodan, B. I. (2022). Addressing the challenges Hindering COVID-19 protocol Compliance among University Students, Prizren: Social Science Journal. 6(3), 1-10. https://doi.org/10.32936/pssj.v6i3.353 

Omodan, B. I. (2021). Deconstructing the Challenges of COVID-19 on First-Year Rural University Students in South Africa. African Journal of Inter/Multidisciplinary Studies, 3(1), 229–242. https://doi.org/10.51415/ajims.v3i1.930 

Omodan, B. I. (2021). Addressing Students’ Unrest in South African Universities: The Need for a Facilitative Management Approach. Journal of Social Sciences, 69(1-3), 1-8. https://doi.org/10.31901/24566756.2021/69.1-3.2282

Omodan, B. I. & Khanare, F. P. (2021). Coloniality or Cultural Pedagogy: The Hegemony of African Children-Youths in Social Development. Journal of Human Ecology, 76(1-3): 61-71. https://doi.org/10.31901/24566608.2021/76.1-3.3331

Madimabe, M. P. & Omodan, B. I. (2021). Investigating the Effects of E-Learning as A Method of Curriculum Dissemination for Rural TVET College Students. Research in Social Sciences and Technology, 6(3), 82-92. https://doi.org/10.46303/ressat.2021.27

Omodan, B. I., & Diko, N. (2021). Conceptualisation of Ubuntugogy as a Decolonial Pedagogy in Africa. Journal of Culture and Values in Education, 4(2), 95-104. https://doi.org/10.46303/jcve.2021.8

Omodan, B. I. (2021). Enhancing Children’s Critical and Inquisitive Skills in Culturally Informed Communities of South Africa. Journal of Sociology and Social Anthropology. 12(1-2): 57-66. https://doi.org/10.31901/24566764.2021/12.1-2.367

Omodan, B. I. (2021). Promoting Collaborative Pedagogy in Classrooms: Challenges and Solutions. Journal of Education, Teaching and Learning, 6(2), 102-109. https://dx.doi.org/10.26737/jetl.v6i2.2598

Olawale, B. E., Mutongoza, B. H., Adu, E. & Omodan, B. I. (2021). COVID-19 induced psychosocial challenges in South African higher education: Experiences of staff and students at two rural universities. Research in Social Sciences and Technology, 6(3), 179-193. https://doi.org/10.46303/ressat.2021.37

Omodan, B. I, Tsotetsi, C. T., & Ige, O. A. (2021). Managing the Culture of COVID-19 "New Normal” as a Motivation for University Students in South Africa. Research in Social Sciences and Technology, 6(2), 37-51. https://doi.org/10.46303/ressat.2021.10

Omodan, B. I. & Ige O. A (2021). Managing diversity in schools: The place of democratic education and Ubuntuism in South Africa. Journal for transdisciplinary research in Southern Africa. 17(1), a854. https://doi.org/10.4102/td.v17i1.854

Omodan, B. I. & Ige, O. A. (2021). Analysis of Ubuntu as a Transformative Strategy to Mitigate Social Unrest in the University system. Journal of Studies in Social Sciences & Humanities. 7(2), 76-86

Omodan, B. I., & Ige, O. A. (2021). University Students' Perceptions of Curriculum Content Delivery During COVID-19 New Normal in South Africa. Qualitative Research in Education, 10(2), 204-227. http://dx.doi.org/10.17583/qre.2021.7446 

Omodan, B. I. (2021). Kenimani-Kenimatoni Organisational Practice: An Africanised Construct of Superordinate-Subordinate Relationships. African Journal of Development Studies, 11(1), 107-125. https://doi.org/10.31920/2634-3649/2021/v11n1a5

Omodan, B. I. & Ige O. A. (2021). Sustaining Collaborative Learning among University Students in the Wake of COVID-19: The Perspective of Online Community Project. International Journal of Learning, Teaching and Educational Research, 20(1), 356-371. https://doi.org/10.26803/ijlter.20.1.20

Omodan, B. I. (2021). A Decolonial Strategy to Reconstruct Student-Management Relationships in a University System. Academic Journal of Interdisciplinary Studies, 10(2), 10-23. https://doi.org/10.36941/ajis-2021-0034 

Omodan, B. I. & Ige, O. A. (2021). Re-Constructing the Tutors-Tutees Relationships for Better Academic Performance in Universities Amidst Covid-19 New Normal. Mediterranean Journal of Social Sciences, 12(2), 30-40. https://doi.org/10.36941/mjss-2021-0010 

Omodan, B. I. (2020). Managing the Psycho-Social Vacuum of COVID-19 among Rural Learners through Ubuntu. Journal of Educational and Social Research, 10(6), 266-278. https://doi.org/10.36941/jesr-2020-0125

Omodan, B. I. (2020). Assessment of Group Tasks as a Decolonial Pedagogy in University Classrooms. Universal Journal of Educational Research, 8(11), 5479-5488. http://doi.org/10.13189/ujer.2020.081151

Omodan, B. I., Dube, B. & Tsotetsi, C. T. (2020). Politics of process and Social Crises in Nigeria Universities: Challenges and Solutions. African renaissance. 17(4), 119-139. https://hdl.handle.net/10520/ejc-aa_afren_v17_n4_a7 

Omodan, B. I. (2020). The Trajectory of Transformative Research as an Inclusive Qualitative Research Approach to Social Issues. Multicultural Education. 6(3), 34-44. https://doi.org/10.5281/zenodo.4071952 

Omodan, B.I., Tsotetsi, C.T., & Dube, B. (2020). Analysis of human relations theory of management: A quest to re-enact people’s management towards peace in university system. SA Journal of Human Resource Management, 18(0), a1184. https://doi.org/10.4102/sajhrm.v18i0.1184 

Dube, B. & Omodan, B. I. (2020). ‘Struck from all sides’ – Reliving the Lived Experiences of Immigrant Youths in the Context of Mafiarised Religions: Towards a Rehumanisation of Theology. Alternation, 34, 219-237. https://doi.org/10.29086/2519-5476/2020/sp34a12

Omodan, B. I. (2020). Combatting the Imperativeness of Modernity in Students’ Unrest: The Need to Decolonise the Minds through Ubuntu. International Journal of Higher Education, 9(4), 310-319. https://doi.org/10.5430/ijhe.v9n4p310 

Omodan, B. I. (2020). The Vindication of Decoloniality and the Reality of COVID-19 as an Emergency of Unknown in Rural Universities. International Journal of Sociology of Education. 20, 1-26. http://doi.org/10.17583/rise.2020.5495 

Omodan, B. I. & Dube B. (2020). Towards De-colonial Agitations in University Classrooms: The Quest for Afrocentric Pedagogy. International Journal of Learning, Teaching and Educational Research, 19(4), 14-28. https://doi.org/10.26803/ijlter.19.4.2 

Tsotetsi, C. T., Omodan, B. I. & Dube B. (2020). Decolonising practical space in teacher education: The vehicle of peer assessment. Alternation, 7(2), 150-171. https://doi.org/10.29086/2519-5476/2020/v27n2a8 

Omodan, B. I. (2020). Deconstructing Social Unrest as a Response to Redefine Strained Relationships between Students and University Authorities. International Journal of Higher Education, 9(6), 178-189. https://doi.org/10.5430/ijhe.v9n6p178 

Omodan, B. I. (2020). Managing students’ unrest in universities: Unmasking the threat and success implication through Ubuntu. Multicultural Education, 6(2), 27-38. http://doi.org/10.5281/zenodo.4023124 

Omodan B. I. & Tsotetsi C. T. (2020). Decolonisation of Knowledge Construction in University Classrooms: The Place of Social Constructivism. Journal of Gender, Information and Development in Africa, 9(2), 183-204. https://hdl.handle.net/10520/EJC-1e2b6c2864 

Tsotetsi, C. T. & Omodan, B. I.  (2020). School-Based Support Teams' Trajectories in rural contexts of South Africa. E-Bangi: Journal of Social Science and Humanities, 17(3), 194-207. http://ejournals.ukm.my/ebangi/article/view/39978/10551 

Tsotetsi, C. T. & Omodan, B. I.  (2020). Deconstructing power differentials in a supervision process: Mentoring in Ubuntu perspective. Ubuntu: Journal of Conflict transformation, 9(1), 105-129. https://hdl.handle.net/10520/EJC-1d58bd11c1

Adebola O. O, Tsotetsi, C. T. & Omodan B. I. (2020). Enhancing Students’ Academic Performance in University System: The Perspective of Supplemental Instruction. International Journal of Learning, Teaching and Educational      Research, 19(5), 217-230. https://doi.org/10.26803/ijlter.19.5.13 

Omodan, B. I. (2019). Defacing Machiavellianism in University Politics: A Discourse to Reconstruct Leadership through Ubuntu. African Renaissance, 16(4), 33-51. https://hdl.handle.net/10520/EJC-13753ce1ae 

Omodan, B. I., Tsotetsi C. T. & Dube, B. (2019). Decolonising Rural-Urban Dichotomy in South Africa: An Asset-Based Approach. Progressio: South African Journal for Open and Distance Learning Practice, 41(1), 1-17. https://doi.org/10.25159/2663-5895/5665

Omodan, B. I. (2019). Democratic Pedagogy in South Africa: A Rethinking Viewpoint for knowledge Construction. Journal of Social Studies Education Research, 10 (2), 188-203. https://jsser.org/index.php/jsser/article/view/650/375 

Omodan, B. I. & Dube, B. (2019). Bridging the Dichotomous Gaps between Trade Unions and Management of Tertiary Institutions in Nigeria. Journal of Social Studies Education Research, 10 (1), 285-300. https://files.eric.ed.gov/fulltext/EJ1213185.pdf 

Omodan, B. I. & Tsotetsi, C. T. (2018). Student-Teacher Relationships as Panacea for Students' Academic Performance in Nigeria Secondary Schools: An Attachment Perspective. Journal of Social Studies Education Research, 9 (4), 82-101. https://files.eric.ed.gov/fulltext/EJ1199100.pdf

Omodan, B. I., Ekundayo, H. T. & Bamikole, O. I. (2018). Enhancing students' academic performance in secondary schools: The Vicissitude of Classroom Management Skills. The International Journal of Business & Management, 6(11), 106-112.

Ekundayo, H. T, Omodan, B. I. & Omodan, C. T. (2018). Dynamics of organisational behaviour: A case of principals' activities and teacher effectiveness in secondary schools in Ekiti State, Nigeria. The International Journal of Humanities & Social Studies. 6(8), 225-332.

Omodan, B. I. & Odunlami, A. A. (2017). School size and academic performance of secondary school students in Osun State, Nigeria. International Journal of Current Studies in Education, 2(1), 26-34.

Omodan, B. I., Kolawole, A. O. & Fakunle, F. A. (2016). School climate as correlates of teaching effectiveness of secondary school teachers in Osun State. International Journal of Educational Foundations and Management, 10 (1), 60-67.

Ogunlade, A. L., Ekundayo, H. T. & Omodan B. I. (2015). Funding and educational facilities as determinants of staff-management dichotomy in tertiary institutions in Ekiti State. African Journal of Studies in Education, 10(2), 102-109.


Chapters in Books

Omodan, B. I., & Dhlamini, J. P. (2024) Financing higher education. In Foundations of Education: The Contemporary Social Perspectives for Education. In E.O. Adu, M. P. Mavuso, N. S. Duku, & C. C. Wolhuter (eds.), Fundations of Education: Contemporary Social Perspectives (pp. 127-148). Pitso Publications.

Omodan, B. I., Maphosa, C. & Bhebhe, S. (2024) Ubuntu as an Africa Philosophy of Education. In E.O. Adu, M. P. Mavuso, N. S. Duku, & C. C. Wolhuter (eds.), Foundations of Education: The Contemporary Social Perspectives for Education. (pp. 56-67). Pitso Publications.

Omodan. B. I. (2023). Decolonising the students-management dichotomies in South Africa universities: Challenges and Solutions. In B. I. Omodan & C. T. Tsotetsi (Eds.), A Compendium of Response to Student Unrest in Africa Universities. (pp. 1-23). Axiom Academic Publishers

Omodan, B. I. & Makura, A. H. (2023). Exploring the Conditions for Effective Management of Student Unrest in South African universities. In B. I. Omodan & C. T. Tsotetsi (Eds.), A Compendium of Response to Student Unrest in Africa Universities. (pp. 91-108). Axiom Academic Publishers

Okeke, C. C., Omodan, B. I. & Dube, B. (2022). Ethical Issues in Humanities, Social Sciences and Science Education. In EO Adu & CIO Okeke (eds), Fundamentals of Research in Humanities, Social Sciences and Science Education - A Practical Step-By-Step Approach to a Successful Journey. Van Schaik Publishers. Chapter 19.

Larey, D. P. , Tsotetsi, C. T. , Omodan. B. I., & Dollebo, M. M. (2021). An international perspective on education in rural environments. In C. C. Wolhuter, L. Jacobs, & H. J. Steyin (Eds.), Reflecting on Education Systems. An African perspective. (pp. 161–177). Keurkopié.

Dube, B., Omodan, B. I, & Tsotetsi C. T. (2021). From Bible Knowledge to Family and Religious Studies and Crisis of Nationalism in Zimbabwe. In B. Dube (eds) Postcolonial Religio-Politics and Religious Education in Crisis. Cluster Publications.

Ekundayo, H. T. & Omodan, B. I. (2018). Managing human capital for better productivity in Nigerian universities. In C. A. Daramola. A. N. Duyilemi, O. S. Alimi, F. O. Alabi, G. I. Osifila & A. I. Oyetakin (eds.) Educational Development in Africa, A Book in Honour of Professor Williams Olusola Ibukun. (pp. 131-142). Daroye Publishers.

Fakunle, F. A. & Omodan, B. I. (2017). Promotion and workload as determinants of job performance among academic staff in tertiary institutions in Ekiti State. In J. A. Adegun, J. B. Babalola & I. A. Ajayi (eds) Dynamics of Education, (3: 28-35).

Articles in Conference Proceedings

Omodan, B. I. (2024, May). Cultivating Autonomous Learning Skills in Socially Diverse Classrooms: Challenges and Solutions. In Proceedings of the 3rd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2023 (pp. 15-16) December 2023, Ruteng, Flores, Indonesia. http://dx.doi.org/10.4108/eai.15-12-2023.2345620 

Cekiso-Smith, N., Omodan, B. I., & Kariyana, I. (2023, November). Advancing postgraduate research supervision and publication for the future of higher education institutions. In The 10th Focus Conference (TFC 2023) (pp. 214-234). Atlantis Press. https://doi.org/10.2991/978-2-38476-134-0_15

Omodan, B. I. (2022). The Connectedness of Posthumanism as a tool for Sustainable Post-COVID-19 Era. In E. O. Adu, M. Fabunmi & V. Mncube (Eds). Education for Sustainable Development in Post COVID-19. 11th Conference of Global Education Network (GEN) 2022, Ba Isago University Botswana.

Omodan, B. I. (2022). Transformative Research in Context: An argument of Relevant Methods. South Africa International Conference on Education. 26 – 28 October 2022. Pretoria.

Omodan, B. I. & Ige, O. A. (2021). Ameliorating Students' Predicament during COVID19 Shift in South African Universities through Ubuntu. In E. O. Adu, M. Fabunmi & V. Mncube (Eds). 10th Global Education Network (Gen) 2021. A Multi-Disciplinary International Conference. Tsogo Sun Hotel, South Africa. https://globaledunet.org/wp-content/uploads/2021/11/GEN-FINAL-1.pdf

Omodan, B. I. & SeyiOderinde D. R. (2020). Comparative Analysis Navigating the Hurdles of Crisis Management in Africa: Implication for University Productivity and Performance. Conference. In M. Motseke, M. Chitiyo, U. I. Ogbonnaya, O. C. Dada & G. Charles-Ogan (Ed.). South Africa International Conference on Education (20 – 21 October 2020). Rethinking Teaching and Learning in the 21st Century (pp. 58-72). Pretoria: African Academic Research Forum. http://aa-rf.org/wa_files/saiced%202020%20proceedings_(1).pdf

Madimabe, M. P., Omodan, B. I. & Tsotetsi, C. T. (2020). Indigenous knowledge as an alternative pedagogy to improve student performance in the teachings and learning of Mathematical Geometry in TVET College. In F. Uslu. Pp 504-512. Proceedings of ADVED 2020- 6th International Conference on Advances in Education, 5-6 October 2020. https://doi.org/10.47696/adved.2020186

Gwama, U. M., Omodan B. I. & Tsotetsi (2019). The dynamics of a school's performance in a rural ecology of South Africa: A case of school governing bodies. In Proceedings of Researchfora International Conference on Management, Economics and Social Science, Lagos, Nigeria, 29th - 30th November 2019.

Mahoko N., Omodan, B. I. & Tsotetsi. C. T. (2019). "Managing Teachers' Passion in Rural Secondary School: An Asset-based Approach." In Proceedings of 247th the IIER International Conference Johannesburg, South Africa, edited by P. Suresh, 16–23. Bhubaneswar: R. K. Printers.

Omodan, B. I., Dube, B. & Tsotetsi, C. T. (2018). Collaborative Governance and Crisis Management in Nigerian Universities: An Exploration of Students' Activism. In M. M. Dichaba & M. A. O. Sotayo (Ed.), Rethinking Teaching and Learning in the 21st Century (pp. 48-68). Pretoria: African Academic Research Forum.