Commercial tricycle riders’ perceptions of psychoactive drug use and the risk of road traffic accidents in Uyo, Nigeria

This article reports qualitative interview study on commercial tricycle riders’ perceptions of psychoactive drug use and the risk of road traffic accidents in Nigeria. A purposive sampling method was used to recruit ninety-four (n=94) commercial tricycle riders in Uyo, Nigeria. Data were collected through in-depth, individual interviews. Inductive and thematic analyses were undertaken on the interview transcripts. The tricycle riders reported frequently consuming significant quantities of licit and illicit drugs, including alcohol, cannabis, cocaine and heroin. They attributed drug use to occupational hazards such as stress, fatigue and exhaustion. They recognized the effects of psychoactive drug use on tricycle riding, including impairment of vision, coordination and navigational abilities, and how these increase the risk of traffic accidents. Education, routine screening for drug use, curbing bribery and corruption among road safety officials, and curtailing availability of psychoactive drugs were recommended as measures for preventing drug use and road traffic accidents. Findings indicate significant overlap between lay and expert views on the risk factors for traffic accidents and counter-measures, highlighting the need to integrate lay perspectives into policy and action on road safety to improve outcomes.Keywords: Commercial tricycle riders, psychoactive drugs, road traffic accident

The influence of AI text generators on critical thinking skills in UK business schools

This study investigates the influence of generative artificial intelligence (GAI), specifically AI text generators (ChatGPT), on critical thinking skills in UK postgraduate business school students. Using Bloom’s taxonomy as theoretical underpinning, we adopt a mixed-method research employing a sample of 107 participants to investigate both the influence and challenges of these technologies in higher education. Our findings reveal that the most significant improvements occurred at the lower levels of Bloom’s taxonomy. We identify concerns relating to reliability, accuracy, and potential ethical implications of its application in higher education. The significance of this paper spans across, pedagogy, policy and practice, offering insights into the complex relationship between AI technologies and critical thinking skills. While highlighting the multifaceted aspects of the impact of AI in education, this article serves as a guide to educators and policymakers, stressing the importance of a comprehensive approach to fostering critical thinking and other transferable skills in the higher education landscape