https://review.e-siber.org/SIJSE

Vol. 3, No. 2, October - December 2025

DOI: https://doi.org/10.38035/sijse.v3i2
https://creativecommons.org/licenses/by/4.0/

Data Integration for Sustainable Governance in Sport Education
and Counselling in Nigeria
Adaobi Jennifer Iloakasia1, Yumna Syaza Kani Putri2
1

Department of Educational Psychology Guidance and Counselling, Nwafor Orizu College of
Education, Nsugbe Anambra State, Nigeria, jenniferadaobiiloakasia@gmail.com
2
Universitas Jambi, Jambi, Indonesia, yumnasyazakaniputri@gmail.com
Corresponding Author: jenniferadaobiiloakasia@gmail.com1

Abstract: In Nigeria, sport education and counselling play a vital role in nurturing physical,
emotional, and social development, yet their governance often faces challenges linked to
fragmented data systems and weak coordination. Without integrated data, planning, evaluation,
and accountability in sport and counselling programs remain inconsistent. This study therefore
explored how data integration contributes to sustainable governance in sport education and
counselling, emphasizing its role in improving transparency, resource utilization, and
evidence-based decision making. Data were collected from 178 participants through a validated
questionnaire and analyzed with the Statistical Package for the Social Sciences. Descriptive
and inferential statistics, including Spearman’s correlation and multiple regression, were
applied to test the relationship between the variables. The results showed that both data
integration (p = .001) and sustainable education governance (p = .000) were not normally
distributed, justifying the use of Spearman’s correlation. The correlation analysis revealed a
strong positive relationship (r = .594, p = .000) between data integration and sustainable
education governance, meaning that improved data systems enhance decision making and
sustainability in governance. The study concludes that building reliable data systems and
promoting digital literacy among sport and counselling professionals are essential for achieving
sustainable governance outcomes in Nigeria.
Keyword: Data Integration, Sport Education, Counselling, Governance, Sustainability.
INTRODUCTION
Sport education practice and counselling rely on multiple streams of digital information
for monitoring training outcomes, academic progress, health support, athlete wellbeing, and
behavioural counselling. These data mostly exist in isolated and disconnected forms which
weakens coordination, makes decisions slower, increases risk of misinterpretation, increases
waste of institutional resources, and creates governance gaps that limit long term sustainability
of sport educational institutions and counselling structures (McCarthy & Moffat, 2023).
Therefore, the major problem in the literature is not scarcity of data but fragmentation of data

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which prevents evidence based sustainable governance in sport systems. Data integration refers
to the strategic process through which sport institutions connect learning data, performance
data, counselling case records, health monitoring data, and educational analytics into shared
and interoperable data environments. Scholars argue that this type of integrated architecture
strengthens decision making and improves policy accuracy across the entire sport education
sector (Valiyev et al, 2025). Integrated data platforms support administrators, coaches, mental
health counsellors, and educational researchers to operate with clarity and shared visibility
which improves institutional transparency and accountability.
Sports counselling refers to the systematic guidance and psychological support offered
to athletes, learners, coaches and sports participants in order to help them cope with emotional,
academic, behavioural, performance and adjustment challenges that arise during participation
in sports activities. It focuses on assisting individuals to develop healthy attitudes, selfconfidence, motivation, emotional control, teamwork skills and positive mental health needed
for optimum athletic and educational functioning (Miko et al, 2025). Counsellors in sports
environments help identify stress, anxiety, fear of failure, burnout and academic pressure while
providing coping strategies, goal setting techniques, time management support and behaviour
modification. Sports counselling also strengthens communication skills, resilience, problem
solving capacity and personal discipline in learners. In schools and colleges, it assists students
in balancing sport participation with academic goals which is crucial for holistic development
(Piepiora et al, 2025). Effective sport counselling promotes athlete wellbeing, supports
academic success and contributes significantly to safer, healthier and sustainable sport learning
environments.
Guo et al, (2024) explains that when sport institutions adopt integrated information
systems, long term counselling strategy becomes more accurate because repeated data entry is
reduced, data errors are minimized, service quality improves, and governance becomes more
sustainable because decisions are driven by continuous trends rather than isolated observations.
Integrated data also supports continuous performance tracking for both academic and sport
development which is essential in educational settings. Another major dimension discussed in
the literature concerns the ethical governance of integrated data environments. Zhu et al, (2025)
stressed that sport institutions must include strong privacy architecture, consent standards,
athlete data rights, and transparent role-based access structures before integration can be
viewed as sustainable governance. In other words, sustainability is not only technical but moral.
When integrated systems become too powerful or centralised, athlete harm becomes a realistic
threat especially when counselling information becomes available to administrative structures
that can misuse mental health information for selection decisions or disciplinary outcomes
(Valencia et al, 2025). Scholars therefore recommend regulatory oversight in sport education
governance to protect participants against the misuse of integrated datasets.
Many sport education institutions already use legacy systems that cannot communicate
effectively. Others operate under very low levels of digital literacy among teachers and coaches
which slows adoption of integrated platforms (Neumeyer et al, 2020). Several studies report
that financial limitations, equipment constraints, institutional resistance, and limited capacity
for technical maintenance are common challenges in both developing and advanced contexts.
Therefore, integration cannot be adopted as a technology only project. The implementation
must include human centred digital capacity building. Recent studies and reports reveal rapid
expansion of integrated sport data partnerships globally. Chew (2025) documents collaborative
data partnerships between elite leagues and major information technology companies for the
central purpose of improving analytic accuracy and fan engagement. Advanced data
consolidation shows strong commercial effectiveness, yet scholars warn that unregulated
technological expansion can deepen inequality and weaken social protection when public
interest safeguards are not enforced. Similar concerns have been raised in wider governance

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literature where mismanaged systems worsen insecurity and human vulnerability (Okonkwo
and Idigo 2025), influence national wellbeing and resource access (Kalu et al 2025), intensify
migration related risks (Idigo 2024a), and distort sustainable development outcomes linked to
international partnerships (Idigo 2024b). Therefore, integration in sport education and
counselling must emphasise equity focused governance.
Baena-Morales and González-Víllora (2023) argues that sustainable development in
sport education requires common data definitions, unified measurement indicators, and agreed
analytical reference points so that comparative interpretations remain valid across schools,
colleges, universities, and community sport settings. Standardization is important because
without compatible data structures integrated data will remain meaningless no matter how
advanced the technology. Research on integrated governance therefore recommends common
metadata conventions, certification of data formats, and structured validation of datasets before
cross institutional analysis. The need for this study arises from the rising need to strengthen
accountability, evidence informed decision making, and athlete wellbeing within Nigerian
sport education and counselling systems. Existing practice relies on disconnected data sources
that prevent comprehensive monitoring of learning progress, sport performance patterns, and
counselling outcomes. Scholars note that fragmented structures weaken transparency and longterm governance outcomes (Thakkar, 2025). International literature shows data integration
improves sustainability and institutional efficiency (Munshi & Singla, 2024) yet research
focusing on integration within Nigerian educational sport governance remains limited.
Therefore, this study seeks to address this contextual gap and generate localised evidence for
sustainable reform.
Theoretical framework
The study was anchored on Systems Theory, the theory was first introduced by Ludwig
Von Bertalanffy in 1948 as a scientific approach that explains how different parts of a structure
operate, interact, influence outcomes, and collectively determine the behaviour of the whole
system. The theory proposes that institutions, organisations, and social structures function not
as independent entities but as interrelated subsystems that depend on continuous flow of
information, feedback, and communication for survival, development, regulation, and
sustainability. The central tenets of the Systems Theory include interdependence of parts,
holistic functioning, synergy, open and closed system boundaries, information exchange and
feedback loops, and adaptive self-regulation. Bertalanffy explained that efficiency and
performance improve when subsystems operate coherently rather than in isolation because
fragmentation of components weakens coordination and reduces collective effectiveness.
Systems Theory has also been widely applied in education research, health governance,
organisational management, counselling, and public sector reform because of its ability to
reveal how internal operational linkages influence the quality of outcomes. According to the
theory, sustainability is achieved not by adding more resources to each unit separately but by
strengthening the quality of connections and communication across subsystems so that
decisions are based on shared information that supports coordinated governance. The relevance
of Systems Theory to the present study on Data Integration for Sustainable Governance in Sport
Education and Counselling in Nigeria becomes clearly significant since sport education,
coaching, academic assessment, counselling, health and wellbeing monitoring, administrative
supervision, and policy evaluation are separate but interdependent subsystems that influence
one another. The current condition in Nigeria reveals fragmentation of these subsystems in
sport institutions where performance records are separated from academic records, counselling
notes are separated from sport participation statistics, and health reports are separated from
administrative planning. This fragmentation prevents sustainable governance because
decisions are often based on partial data.

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Applying Systems Theory therefore supports the argument that data integration is a
structural requirement for effective governance. Integration connects subsystems, unifies
information flow, builds synergy, reduces duplication of data collection, increases
transparency, strengthens accountability, improves quality of decision making, and advances
sustainable planning in sport education and counselling settings. Through integrated data
architecture, the system becomes open, adaptive, co regulated, responsive to evidence, and
capable of long-term sustainability. Systems Theory therefore provides a conceptual
justification that sustainable governance in Nigerian sport education can be achieved only when
data from all subsystems is integrated and shared to support holistic management of the entire
system.
Objectives of the Study
To investigate the relationship between data integration and sustainable education
governance in Nigeria.
Research Questions
What is the relationship between data integration and sustainable education governance
in Nigeria?
Hypotheses
Accountability and data integration do not significantly predict sustainable education
governance in Nigeria.
METHOD
The study examined how data integration relates to sustainable education governance
in Nigeria. It used a quantitative research design with a correlational approach to determine the
strength and direction of the relationship between the two variables. Multiple regression
analysis was also employed to assess how data integration predicts sustainable governance
outcomes within the education sector. The participants consisted of 178 individuals who were
directly involved in educational management and policy implementation, ensuring that the
findings reflected real and practical experiences. Data were collected through a structured
questionnaire containing items on data integration and sustainable education governance.
Before distribution, the instrument was reviewed and validated by professionals in educational
management and research methodology to confirm its clarity, reliability, and relevance to the
study. After administration, the completed questionnaires were retrieved and prepared for
statistical analysis.
The Statistical Package for the Social Sciences (SPSS) was used to analyze the data.
Descriptive statistics such as mean and standard deviation were used to summarize
participants’ responses, while inferential analyses including Spearman’s Rank Order
Correlation and multiple regression were applied to test the research question and hypothesis.
Spearman’s correlation was chosen because the data were not normally distributed, making it
more suitable for nonparametric analysis. Multiple regression helped explain how variations in
data integration influenced sustainable education governance. Ethical considerations guided
every step of the study. Participants were informed about the purpose of the research, assured
of confidentiality, and reminded that participation was voluntary.

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RESULT AND DISCUSSION

Civil society stakeholder

Education administrator
Policy maker
0

20

40

Percent

Frequency

60

80

100

Figure 1. Distribution of Respondents by Role (N = 178)

Figure 1 shows that most respondents were civil society stakeholders (92; 51.7%),
followed by education administrators (45; 25.3%) and policymakers (41; 23.0%). This
indicates that civil society stakeholders formed the largest group, highlighting their strong
engagement in educational governance activities in Nigeria.
Local
State
Federal
0

20

40

60

Percent

80

100

120

Frequency

Figure 2. Distribution of Respondents by Level of Governance Represented (N = 178)

Figure 2 shows that most respondents operated at the state level (110; 61.8%), while
equal proportions represented the federal (34; 19.1%) and local (34; 19.1%) levels. This
indicates that state-level stakeholders formed the majority, reflecting their central role in
implementing education governance policies in Nigeria.
15–19
10–14
5–9
0–4
0

10

20

30

40
Percent

50

60

70

80

90

Frequency

Figure 3. Distribution of Respondents by Years of Experience in the Education Sector (N = 178)

Figure 3 shows that most respondents had 5–9 years of experience (77; 43.3%),
followed by those with 10–14 years (38; 21.3%) and 15–19 years (37; 20.8%), while the least
had 0–4 years (26; 14.6%). This indicates a moderately experienced respondent group.

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Vol. 3, No. 2, October - December 2025

Female
Male
0

20

40
Percent

60

80

100

120

Frequency

Figure 4. Distribution of Respondents by Gender (N = 178)

Figure 4 shows that female respondents (99; 55.6%) were more than male respondents
(79; 44.4%). This indicates a slightly higher participation of women in the study, suggesting
their growing involvement and representation in educational governance and policy-related
roles in Nigeria.
Table 1. Tests of Normality for Study Variables (N = 178)
Kolmogorov-Smirnova
Shapiro-Wilk
Statistic
df
Sig.
Statistic
df
Data integration
.121
178
.000
.969
178
Sustainable education
.127
178
.000
.939
178
governance
a. Lilliefors Significance Correction

Sig.
.001
.000

Table 1 shows that all variables data integration (p = .001), and sustainable education
governance (p = .000)—have significance values less than .05. This indicates that the data are
not normally distributed; therefore, Spearman’s rank-order correlation is the appropriate
method for assessing relationships among the variables.
Research Question: What is the relationship between data integration and sustainable education
governance in Nigeria?
Table 2. Spearman’s Rank-Order Correlation between Data Integration and Sustainable Education
Governance (N = 178)
Sustainable
Education
Governance Data Integration
Spearman's rho
Sustainable education
Correlation Coefficient
1.000
.594**
governance
Sig. (2-tailed)
.
.000
N
178
178
Data integration
Correlation Coefficient
.594**
1.000
Sig. (2-tailed)
.000
.
N
178
178
**. Correlation is significant at the 0.01 level (2-tailed).

Table 2 shows a strong positive correlation between data integration and sustainable
education governance (r = .594, p = .000). This relationship is statistically significant at the
0.01 level, indicating that effective data integration is associated with enhanced decisionmaking and improved sustainability in education governance in Nigeria.
Hypothesis: Data integration do not significantly predict sustainable education governance in
Nigeria.

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Table 3. ANOVA Summary for the Effect of Data Integration on Sustainable Education Governance (N =
178)
Model
Sum of Squares
df
Mean Square
F
Sig.
1
Regression
999.672
2
499.836
494.498
.000b
Residual
176.889
175
1.011
Total
1176.562
177
a. Dependent Variable: Sustainable education governance
b. Predictors: (Constant), Data integration

The ANOVA results in Table 3 indicate a statistically significant model, F(2,175) =
494.498, p = .000. This means data integration predict sustainable education governance in
Nigeria, leading to the rejection of the null hypothesis.
Table 4. Model Summary for the Prediction of Sustainable Education Governance by Data Integration (N
= 178)
Adjusted R Std. Error of the
Model
R
R Square
Square
Estimate
1
.922a
.850
.848
1.00538
a. Predictors: (Constant), Data integration
b. Dependent Variable: Sustainable education governance

The model summary in Table 4 shows a very high correlation (R = .922) with 85.0%
of the variance (R² = .850) in sustainable education governance explained by data integration.
This indicates a strong combined predictive influence of the two variables.
Discussion of Findings
The normality tests revealed that all the variables data integration, and sustainable
education governance did not follow a normal distribution. This outcome suggests that the
dataset reflects real governance complexities and social inconsistencies. The result agreed with
Williamson (2016), who observed that education governance data rarely behave in a
statistically uniform way because of differences in institutional practices and leadership
behavior. In contrast, Soomro et al, (2021) found a more consistent pattern in organizational
innovation research, noting that governance variables are often affected by political and
administrative diversity that make them less predictable. The correlation analysis showed a
strong and positive relationship between data integration and sustainable education
governance, indicating that better information systems support transparent and effective
decision making. This finding agreed with Henig (2013), who emphasized that integrated data
use improves accountability and planning efficiency in education. In a related study, Lee (2020)
reported that when educational data are coordinated across sectors, governments can respond
faster to policy needs and improve resource management. However, Purnamasari et al, (2025)
presented a contrasting view, explaining that weak technological infrastructure and fragmented
digital systems reduce the strength of this relationship at the local government level. This
suggests that even though information systems are essential for evidence based planning, the
human element of responsibility and ethical conduct remains central to achieving sustainable
goals. In contrast, Valiyev et al, (2025) found that data analytics had a greater impact on
sustaining higher education reforms, implying that context and institutional maturity might
shape which factor exerts more influence. Taken together, these findings indicate that data
integration strengthens governance processes.

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CONCLUSION
The study concludes that data integration plays a critical role in promoting sustainable
governance in sport education and counselling in Nigeria. Effective management and use of
integrated data systems enhance transparency, and informed decision making, which in turn
strengthen policy implementation and institutional performance. While both data integration
and accountability contribute to governance outcomes, the findings suggest that establishing
robust data practices is essential for long-term sustainability. The study highlights the need for
continuous capacity building, inter-sectoral collaboration, and investment in digital
infrastructure to ensure that sport education and counselling programs are efficiently managed
and responsive to evolving societal needs.
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