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31,456 Article Results

Development external quality assessment utilization model for improving internal quality assurance system of the child development center

10.11591/ijere.v15i2.34726
Treekom Prommaboon , Siriluck Boongthong , Krit Pinthong , Piyaporn Seesun , Prasart Nuangchalerm
This research focuses on the development of an external quality assessment (EQA) utilization model for enhancing the internal quality assurance system within child development centers. The research employed research and development (R&D) methods along with parallel mixed methods, the study unfolds in three distinct phases. Phase 1 involves a comprehensive survey of current conditions, problems, needs, participation, and the utilization of EQA in developing the internal quality assurance system of child development centers. Phase 2 constitutes a multiple-case study, employing in-depth interviews for data collection. Phase 3 integrates findings from phases 1 and 2 to synthesize a model for utilizing test results. Finally, the study involves the trial and evaluation of practice guidelines employing EQA utilization to improve the internal quality assurance system. The findings indicate that the current conditions of quality assurance operations in child development centers under local administrative organizations are mostly complete but exhibit problems at a low level across all standards. Organizational commitment, participation in internal quality assurance operations, adaptation from external assessment results, and attitude towards quality assurance are crucial contributors. In conclusion, the EQA utilization model for improving the internal quality assurance system of the child development center as a practical and effective tool for enhancing quality assurance processes.
Volume: 15
Issue: 2
Page: 1353-1364
Publish at: 2026-04-23

Communicating under stress and time pressure: foreign language teaching methodology

10.11591/ijere.v15i2.33955
Nataliia Glushanytsia , Tetyana Tarnavska , Kateryna Shykhnenko , Olha Nahorna , Kateryna Palamarchuk , Maryna Vasylyeva-Khalatnykova , Kateryna Binytska , Dmytro Kostenko , Liudmyla Kucheriava
The language-based miscommunication often has an emotional background, especially in non-standard situations, and leads to unintended consequences and even human losses. The analysis of English for specific purposes (ESP) curricula reveals the problem of insufficient attention paid to the development of professionally significant personality traits that determine the ability to avoid miscommunication. The research is based on the military context just because their mistakes might be fatal, but the fundamentals of the developed methodology can be applied to any ESP training. Case studies of language-based errors in military operations and behavioral observations to assess cadets’ emotional stability were used to develop the methodology. The study’s objectives were to identify factors affecting communication reliability in military operations and to propose methods for developing cadets’ professionally significant qualities that influence behavior under stress and time pressure. The article aims to present an English teaching methodology for the development of errorless communication skills. The novelty of this manuscript lies in its comprehensive and practice-oriented approach to military English teaching that integrates pedagogical methods with military simulation technologies, aligning instruction with NATO STANAG 6001 standards. The findings contribute to military language education and may serve as a model for similar high-stakes professional training environments.
Volume: 15
Issue: 2
Page: 1787-1803
Publish at: 2026-04-23

Percipience of leadership characteristics in identifying emergent leader

10.11591/ijere.v15i2.38343
Reynaldo V. Ruga , Emelyn R. Villanueva , Emelia B. Ramos
This study examined the leadership characteristics associated with emergent leaders and explored how these characteristics are perceived by administrators and faculty members within an academic context. Guided by a convergent parallel mixed-methods approach, data were gathered from 189 respondents drawn from nine satellite campuses of a state university, comprising 54 administrators and 135 faculty members. Quantitative data were collected using a structured survey questionnaire measuring percipience across leadership domains, while qualitative data were obtained through written narrative reflections. Descriptive statistics and independent samples t-tests were employed to determine levels of percipience and significant differences between groups, and thematic analysis was used to analyze qualitative narratives. The study aimed to describe leadership traits expressed through participants’ accounts, determine the level of percipience across key leadership domains, compare perceptions between administrators and faculty members, and identify significant differences in their assessments. Findings revealed that emergent leadership is recognized through consistent ethical conduct, effective communication, relational engagement, and adaptive decision-making rather than formal position alone. Although both groups shared similar views on core leadership attributes, variations emerged in the emphasis placed on delegation, adaptability, and change-oriented behaviors, reflecting differences in professional roles and responsibilities. Integrating quantitative and qualitative findings, the study developed the LEADWISE integrated leadership framework, which explains leadership emergence as a dynamic and relational process shaped by leader-ship traits, wisdom, integrity, social engagement, and ethical awareness. The study contributes to leadership research by offering an empirically grounded framework that supports leadership identification and development in complex organizational settings, particularly within higher education institutions.
Volume: 15
Issue: 2
Page: 1551-1561
Publish at: 2026-04-23

The role of academic procrastination in the occurrence of depression, anxiety, and stress among college students

10.11591/ijere.v15i2.34968
Lawrence Anthony U. Dollente , Armand G. Aton , Jomar B. Esto , Ashley Coleen S. Ortiz , Mary Jane B. Castilla , Eimer M. Estilloso , Girlie D. Batapa , Jr., Ruben L. Tagare , Lara Ivanah C. Nadela , Paul John B. Ongcoy , Donnie M. Tulud , Vibekehh N. D. Bat-og , Altair V. Neri , Maybell S. Martin , Gideon S. Sumayo
Despite growing attention to academic procrastination and student mental health, few studies have examined how procrastination is linked specifically to depression, anxiety, and stress (DAS) among college students in the Southern Philippines—an underrepresented context in the literature. Anchored in the cognitive-behavioral theory, which posits that maladaptive behaviors like procrastination can reinforce negative emotional states, this study investigates the relationship between academic procrastination and psychological distress. Using a quantitative descriptive-correlational design, data were gathered from 796 college students selected through simple random sampling. Instruments included the academic procrastination scale and the DASS-21, both with strong reliability indices. Descriptive statistics were used to identify the severity levels of procrastination and mental health symptoms, while Pearson’s correlation coefficient examined their relationships. Most of students demonstrated moderate levels of academic procrastination. Notably, while depression was significantly correlated with procrastination, anxiety and stress showed no significant association. This suggests that procrastination may particularly intensify depressive tendencies, such as low motivation and self-worth, rather than general stress or anxiety. The high prevalence of extremely severe anxiety and moderate to severe stress signals broader psychosocial challenges among students that may not be directly linked to procrastination but still demand attention. These findings contribute to the academic discourse by contextualizing mental health and behavioral patterns in a regional student population. The study has practical implications for curriculum planners, mental health professionals, and institutional policymakers, particularly in designing support systems that address the psychological and behavioral needs of students within culturally specific frameworks.
Volume: 15
Issue: 2
Page: 1003-1015
Publish at: 2026-04-23

Beyond the score: a sequential study on the predictors of student resilience in mathematics problem-solving

10.11591/ijere.v15i2.37816
Roar A. Callaman , Amelia M. Bonotan
This sequential explanatory study aims to probe on the influences of cognitive, psychological, and social factors on mathematics resilience in problem solving. Anchored on three-dimensional resilience theory in problem solving, stratified sampling and purposive sampling were used to determine the respondents of the study coming from the six large-categorized senior high schools in Davao City (Philippines), school year 2023-2024. Data gathering was administered using the researcher-made questionnaire and interview guide, and content validated by experts. The quantitative findings, through the multiple regression test, revealed that problem-solving skills (PSS), growth mindset (GM), and teacher scaffoldings (TS) significantly predict students’ resiliency in mathematics. For the qualitative data, following Colaizzi’s data analysis, the following themes surfaced: i) GM and positive learning attitudes; ii) active problem-solving strategies; and iii) supportive learning environment (SLE) and TS. The results confirmed that cognitive, psychological, and social factors are significantly related to students’ resiliency in solving mathematics problems and that developing a growth attitude, fostering a SLE, and providing appropriate TS, can help build students’ mathematical resilience and PSS.
Volume: 15
Issue: 2
Page: 1376-1387
Publish at: 2026-04-23

Physiotherapy education and game-based learning: developing the SPINE framework

10.11591/ijere.v15i2.37549
Diana Filipa Salvador Bernardo , Manuel Joaquim da Silva P. G. Paquete , Marlene Cristina Neves Rosa
Innovative pedagogical approaches are increasingly essential in physiotherapy education to foster engagement and competency development. This multicenter cross-sectional study explored physiotherapy students’ perceptions of game-based learning (GBL) across six Portuguese higher education institutions. A total of 208 students completed a structured questionnaire assessing attitudes toward GBL in teaching–learning contexts and competency development. Results indicated generally positive perceptions of GBL, emphasizing its value for motivation, engagement, and integration of theoretical and practical learning. Transversal competencies—such as teamwork, communication, and empathy—were consistently recognized across academic years, while perceived benefits for technical skills increased with clinical exposure. Female students and those with prior health-related experience reported more favorable attitudes. However, students also highlighted limited curricular implementation and the need for clearer alignment between game activities and learning objectives, suggesting barriers at the institutional and pedagogical levels. These insights point to a gap between students’ enthusiasm and current educational practices, underlining the importance of structured guidance for integrating GBL effectively. Building on these findings, the student-perceived integration for novel education (SPINE) framework is proposed as a decision-making model to guide the pedagogically grounded GBL in physiotherapy curricula, emphasizing evidence-informed, context-sensitive, and sustainable implementation.
Volume: 15
Issue: 2
Page: 1388-1397
Publish at: 2026-04-23

The immediate and delayed impact of a flipped learning-based program on university students’ learned helplessness

10.11591/ijere.v15i2.37217
Mohammad H. Abood , Atef Abuhmaid
Learned helplessness can significantly hinder academic achievement, necessitating effective pedagogical interventions. The current study investigated the impact of flipped learning as an innovative teaching approach on mitigating learned helplessness in higher education context. Forty undergraduate university students were involved in the study and they were randomly assigned to an experimental group (n=20) which received instruction through the flipped learning approach, or a control group (n=20) which received traditional instruction. Data collection was conducted using the learned helplessness scale. The results of the study revealed statistically significant differences between the experimental and control groups on the learned helplessness scale, indicating that the flipped learning group exhibited lower levels of learned helplessness. Students in the experimental group showed significant immediate reduction in their learned helplessness compared to students of the control group. Nevertheless, follow-up testing revealed that these gains significantly declined over time. This highlights a crucial distinction between the immediate and delayed effects of the pedagogical intervention. Practically, the findings suggest that while flipped learning is an effective tool for reducing learned helplessness, its benefits are transient without consistent reinforcement and systematic support rather than relying on one-time intervention.
Volume: 15
Issue: 2
Page: 1666-1675
Publish at: 2026-04-23

Psychometric validation of an organizational citizenship scale in Colombian university teachers

10.11591/ijere.v15i2.37587
Mabel Ibarra Luna , Pablo Erazo-Muñoz , Braian López Ossa
Many assessment scales used to study organizational citizenship behavior (OCB) in Latin American countries are adaptations of instruments developed in other cultural settings. In this regard, the objective of this study was to evaluate the structural validity and reliability of the organizational citizenship behavior scale for coworkers (ECCOCT) in Colombian university teachers. An exploratory factor analysis (EFA) with principal axis extraction and Oblimin rotation was used, followed by a confirmatory factor analysis (CFA) with robust maximum likelihood (MLR). Omega, average variance extracted (AVE), and heterotrait–monotrait ratio (HTMT) were calculated. Participants included 113 university teachers from the city of Manizales, Colombia. The EFA showed that of the five dimensions proposed by the theory, two accurately reflect OCB (OCB directed toward individuals (OCB-I) and OCB directed toward the organization (OCB-O)), explaining 64.2% of the variance. The two-dimensional model showed an excellent fit (χ²/gl=1.24; comparative fit index (CFI)=.977; root mean square error of approximation (RMSEA)=.046). The reliability of the factors was ω=.90 and ω=.84. Convergent validity (AVE>.50) and discriminant validity (HTMT<.85) were corroborated. The ECCOCT in its two dimensions shows solid psychometric properties and constitutes a brief and valid instrument for assessing organizational citizenship in Latin American contexts.
Volume: 15
Issue: 2
Page: 1175-1184
Publish at: 2026-04-23

Digital assessment formats in higher education: an empirical analysis of the process efficiency of e-assessments compared to paper-pen exams

10.11591/ijere.v15i2.36697
Flavio Di Giusto
Digitalization is reshaping higher education, including the way examinations are designed and administered. Electronic assessments (EA) are widely regarded as promising tools to enhance process efficiency. This article presents the findings of a mixed-methods study conducted at Zurich University of Applied Sciences (ZHAW), comparing traditional paper-pen exams (PPE) and EA across both multiple-choice (MC) and open-question (OQ) formats. Using a process cost analysis across three modules (n>700), supported by interviews and student surveys, the study investigates time, cost, and acceptance outcomes. Results show that EA with MC formats yield substantial efficiency gains—reducing overall costs by up to 85%—primarily due to automation in grading and archiving. However, for OQ formats, digitalization provides only marginal cost benefits, as manual grading remains a major cost driver. The study offers nuanced insights into the process dynamics of digital exams and emphasizes that the economic advantages of EA strongly depend on exam format and institutional implementation strategies.
Volume: 15
Issue: 2
Page: 1151-1162
Publish at: 2026-04-23

Theoretical models of AI in student-centered education: a systematic literature review

10.11591/ijere.v15i2.36250
Meiyu Zeng , Zuraidah Abdullah , Kenny S. L. Cheah
The use of artificial intelligence (AI) in education has garnered heightened interest, particularly in facilitating student-centered learning. This research conducts a thorough evaluation of theoretical models and empirical investigations about the implementation of AI in secondary education from 2020 to 2025. The 15 high-quality publications were selected from the Scopus and Web of Science (WoS) databases according to the preferred reporting items for systematic reviews and meta-analyses (PRISMA) procedure and analyzed thematically. The findings indicated that the present incorporation of AI in education predominantly depends on 11 fundamental theoretical frameworks, such as self-determination theory (SDT), theory of planned behavior (TPB), technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT), and sociocultural theory (SCT). For example, SDT emphasizes students’ motivation and psychological needs, the TPB explains behavioral intentions for using AI, and TAM/UTAUT is used to explain students’ willingness and behavior in using AI tools. However, the application of AI still faces numerous challenges, including anxiety and ethical dilemmas. This study clarifies the correspondence between theory and practice, providing a theoretical foundation for educators to conduct instructional design and support work, and offering a reference for policymakers to develop AI education standards and allocate resources.
Volume: 15
Issue: 2
Page: 1319-1331
Publish at: 2026-04-23

Cross-cultural competence and professional formation of music educators

10.11591/ijere.v15i2.37024
Saltanat Taspayeva , Laura Kakimova , Narman Peruza , Roza Sydykova
Globalization increased cultural diversity in music education. This required music educators to develop cross-cultural competence (CCC). This study evaluated the impact of CCC on the professional development (PD) of music educators. The research employs a mixed-methods approach, combining surveys with qualitative interviews conducted among music educators from different cultural backgrounds. The study used stratified random sampling to obtain representative participants with primary, secondary, and tertiary music education. The novelty of this study lies in the application of a mixed-methods design within the under-researched context of music education in Kazakhstan. The research included 200 music educators spanning different educational levels for the quantitative phase and 20 music educators for participant observation and interview for the qualitative stage. The results of the study indicated that educators with strong intercultural competence (ICC) may be better prepared to adapt teaching methods with students from different cultural backgrounds. Such educators also had enhanced interpretive abilities across different musical genres. Therefore, when educators have intercultural skills, they become more inclusive and innovative. Additionally, PD initiatives for music educators should include models of ICC to develop pedagogical effectiveness and expand musical literacy.
Volume: 15
Issue: 2
Page: 1454-1468
Publish at: 2026-04-23

Fostering critical AI competency: a structural equation model of pre-service teachers’ trust and actual AI use in higher education

10.11591/ijere.v15i2.38385
Chaiyos Paiwithayasiritham , Kemmanat Mingsiritham , Waraporn Sinthaworn , Chularat Busabong
In recent years, education has experienced rapid change due to the rise of artificial intelligence (AI). This study analyzed how twelve interconnected factors, based on technology acceptance and trust theories, influence trust in AI for learning (TL) and actual AI use (AU) among pre-service teachers in Thailand. Using a quantitative design, with data collected from 260 pre-service teachers through purposive sampling based on prior AI experience. A 60-item, 5-point Likert-scale questionnaire, validated through pilot testing and internal consistency analysis (α=0.82–0.91). Data was analyzed using structural equation modeling (SEM) with maximum likelihood estimation. The model showed very good fit (χ²/df=1.601, root mean square error of approximation (RMSEA)=0.049) and explained 90.80% of behavioral intention (BI) and 71.20% of AU. Results indicated that cognitive load regulation (CLR) was the strongest predictor of TL (β=0.786, p<0.001), while responsible AI awareness (RAA) also showed positive effect. In contrast, AI self-efficacy (ASE) in a negative way (β=-0.159, p=0.009). The primary predictor of AU was BI (β=0.884, p<0.001). These findings highlight the importance of AI education systems, which will reduce teachers’ cognitive load and contribute to an improved ethical AI literacy in teacher training institutions.
Volume: 15
Issue: 2
Page: 1496-1505
Publish at: 2026-04-23

Generative AI in teacher education: a systematic review

10.11591/ijere.v15i2.37225
Longfa Yuan , Rafiza Abdul Razak , Amirrudin Kamsin , Siti-Soraya Abdul-Rahman
This study addresses a critical gap in the literature by conducting one of the earliest systematic reviews (2021-2025) on generative artificial intelligence (GenAI) in teacher education. Using a structured screening and coding process, 35 peer-reviewed articles from Scopus and Web of Science (WoS) were analyzed to examine methodological trends, geographical disparities, and cross-cultural adaptability. The review identifies four major application areas, including stakeholder perception analysis, instructional resource generation, curriculum design, and student-AI collaborative learning, and synthesizes their underlying pedagogical mechanisms. Key findings reveal pronounced geographical imbalance (with no studies from Africa or Latin America), heavy reliance on short-term qualitative designs, and limited empirical or longitudinal validation. Based on these insights, the study proposes a conceptual framework linking GenAI applications, challenges, and future research pathways. This work contributes a structured evidence base and offers guidance for advancing GenAI-integrated teacher education through more rigorous, inclusive, and context-sensitive research.
Volume: 15
Issue: 2
Page: 966-975
Publish at: 2026-04-23

Sequential exploration of strategies and challenges in implementing culturally responsive pedagogy

10.11591/ijere.v15i2.34550
Genalyn Panganiban-Lualhati , Teodoro B. Panganiban
The implementation of culturally responsive pedagogy (CRP) in higher education is essential for fostering inclusive and equitable learning environments. However, faculty members often face challenges such as addressing biases and ensuring inclusivity. This study examines the strategies and challenges of CRP implementation at a state university in the Philippines using an exploratory sequential mixed methods approach. The qualitative phase involves in-depth interviews with 10 faculty members to identify key CRP strategies and challenges. The quantitative phase surveys 116 faculty members to assess the effectiveness of these strategies and measure the difficulty of encountered challenges. Thematic analysis and descriptive statistics provide a comprehensive understanding of CRP implementation. Findings reveal that CRP enhances student engagement and learning outcomes but is hindered by challenges related to bias, institutional support, and creating inclusive environments. The study calls for professional development programs and policy reforms to help faculty adopt culturally responsive teaching (CRT) and gain stronger institutional support. It also highlights the need for collaboration among educators, administrators, and policymakers to ensure CRP is effectively and sustainably implemented.
Volume: 15
Issue: 2
Page: 1687-1697
Publish at: 2026-04-23

Assessment culture in highly effective schools in the Autonomous Community of the Basque Country

10.11591/ijere.v15i2.27766
Izaskun Lopetegi-Mendizabal , Verónica Azpillaga-Larrea , Luis Lizasoain Hernández
The aim of the present study is to analyze the relationship between assessment culture and school effectiveness in schools identified as being highly effective in the Autonomous Community of the Basque Country (ACBC). In the first (quantitative) phase, 32 highly effective schools were selected using multilevel regression statistical procedures with hierarchical linear models. In the second (qualitative) phase, 90 semi-structured interviews were conducted with members of the management teams, inspectors and key consultants at the selected schools, focusing on a set of previously-established categories. In this paper, we analyze the categories linked to assessment. The results of the analysis suggest that highly effective schools use different formative assessment approaches to improve teaching and learning: data-driven decision making (DDDM), data-based decision making (DBDM), and assessment for learning (AfL). These approaches are developed differently in the two educational stages studied. A proposal is therefore made for helping them to move forward in this sense.
Volume: 15
Issue: 2
Page: 1650-1665
Publish at: 2026-04-23
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