As Yoruba traditional religion continues to experience resurgence across Africa and the Diaspora, digital and visual media have become primary sources of knowledge about it. However, this visibility comes at a cost. In this paper, we critically examined how social media platforms and Nollywood have contributed to the distortion of Yoruba traditional religion’s core doctrines, symbols, and practices. Content creators and filmmakers, often lack direct initiation or scholarly grounding, frequently present shallow, sensationalized, or fictionalized depictions of the tradition—reducing a deep cosmological system to aesthetics, fear, or fantasy. Such portrayals not only mislead global audiences but also endanger the integrity of sacred knowledge systems by encouraging performative spirituality and appropriation. The study explored specific case studies from TikTok, Instagram, and Nollywood productions that exemplify this trend. We also discussed the ethical responsibilities of practitioners, content creators, and scholars in safeguarding Yoruba traditional religion’s epistemological depth. Finally, we proposed strategies for reAfricanising media narratives around Indigenous Religions, centering voices of initiated custodians and scholar-practitioners to resist digital neo-colonialism in sacred discourse. Findings were content analysed.

This study investigates the multi-perspective perceptions of teachers and students regarding English language acquisition, focusing explicitly on its associated socio-cognitive opportunities, structural challenges, and pedagogical strategies. Situated within a social constructivist paradigm, the study employed an exploratory qualitative case study design. Empirical data were gathered through three distinct qualitative instruments: semi-structured individual interviews with teachers (n=5), focus group discussions with middle secondary students (n=12 across Classes VII and VIII), and four (n=4) direct non-participant classroom observations to achieve data triangulation. Purposive sampling was used to select the participant cohorts within a single government middle secondary school context in Samtse Dzongkhag, Bhutan. The collected data were transcribed verbatim and analyzed thematically following the six-phase framework propounded by Braun and Clarke (2018). The empirical findings revealed that while English language proficiency significantly enhances learners' cognitive flexibility, transnational networking skills, macro-economic career perspectives, and global educational mobility, the learning process remains heavily obstructed by distinct bottlenecks. These challenges include syntactic and spelling rules inherent in a non-phonetic language, intrapersonal affective filters (such as communication anxiety and low self-esteem), and critical institutional barriers (including high classroom density ranging from 37 to 41 students, heavy teaching schedules, and resource limitations). To address these friction points, teachers and students use adaptive pedagogical interventions, including cooperative learning groups, process-oriented portfolios, and independent multimedia tools. Based on these findings, it is recommended that the Ministry of Education and Skills Development (MoESD) and local school administrations optimize student-teacher ratios and provide essential infrastructure facilities, such as upgraded printing services and accessible digital laboratories. Additionally, the study recommends that language educators implement structured cross-curricular literacy routines—such as Drop Everything and Read (DEAR) and Drop Everything and Write (DEAW)—to lower student anxiety, bypass learning weaknesses, and cultivate long-term target language proficiency. Keywords: English Language Acquisition, Social Constructivism, Cognitive Flexibility, Affective Filter, Classroom Density, Thematic Analysis, Bhutan.