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31,456 Article Results

Gamified digital exercises to enhance reading literacy in Kazakhstani primary schools

10.11591/ijere.v15i2.39054
Akkalam Zhekeyeva , Aziya Zhumabayeva , Aktoty Akzholova , Gulbanu Saduakas , Magripa Ibrayeva , Dinara Sambet
Recent national and international large-scale assessment results indicate persistent difficulties in higher-order reading comprehension among Kazakhstani primary school students. Although reading literacy (RL) is a strong predictor of academic success, existing instructional practices do not consistently support the development of advanced comprehension skills, and empirical evidence on technology-supported reading instruction in the Kazakh-language context remains limited. This study evaluated a technology-enhanced instructional framework integrating curriculum-aligned gamified digital exercises (GDE) into Grade 4 Kazakh language lessons. A quasi-experimental pre-test/post-test control group (CG) design was employed with 100 fourth-grade students. The experimental group (EG) participated in a six-week intervention implemented under typical classroom information and communication technologies (ICT) constraints, while the CG received traditional instruction. The results demonstrated significantly greater improvements in overall RL in the EG, with large effect sizes, particularly in higher-order comprehension tasks involving inference and information integration. A strong positive correlation was found between gains in RL and reading motivation. These findings suggest that curriculum-aligned gamified digital activities can effectively enhance both cognitive and motivational dimensions of reading development in resource-constrained primary education settings.
Volume: 15
Issue: 2
Page: 1529-1538
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

Preservice primary school teachers’ intention to teach national identity education: evidence from Kazakhstan

10.11591/ijere.v15i2.38988
Nurbek Sabanbayev , Gulsum Ayapbergenova , Almash Turalbayeva , Arman Nurmakhanbetov , Serik Kastayev , Saniya Nurgaliyeva
Fostering national identity (NI) in primary school students is essential for promoting civic awareness and supporting sustainable national development. Early school years are particularly critical for shaping NI, which places additional demands on teachers and the primary education system. Pre-service primary school teachers (PPSTs) often face challenges in translating their intentions to teach national identity (INTNI) into classroom practice. This study investigated the factors influencing these teachers’ intentions and the mechanisms through which these intentions develop. Drawing on the theory of planned behavior (TPB) and social identity theory (SIT), data were collected from 254 pre-service teachers at a Kazakhstani university and analyzed using partial least squares structural equation modeling (PLS-SEM). Results revealed that institutional resources shape teachers’ intentions indirectly by enhancing attitudes toward teaching NI, teaching self-efficacy, and national identity awareness (NIA), while direct effects were not significant. Internalization of national values (INV) had a weaker but meaningful impact. The findings highlight the importance of teacher education programs emphasizing professional confidence, positive attitudes, and identity awareness to prepare teachers effectively for implementing NI education in primary schools.
Volume: 15
Issue: 2
Page: 1506-1515
Publish at: 2026-04-23

Exploring the sustainable teaching and learning in Nigerian schools with focus on emergency remote education

10.11591/ijere.v15i2.28489
Olatunbosun Emmanuel Ogunseemi , Oladele Dennis Omodara , Mercy Adesola Daramola
The global pandemic was a great challenge to delivering education in Nigerian schools. This undoubtedly came with a sudden shift to remote learning when teachers and students alike had to adapt to emergency remote education. Although, the prediction of international organizations on the effect of school closure during pandemic perhaps stimulated the emergent of remote teaching and learning (RTL) globally and particularly, in Nigeria. However, it was observed that the innovation and reformation has provided opportunities for transformation through borderless learning which is actually apt for situations like the COVID-19 pandemic. This article therefore, utilized naturalistic observation strategy to explore the impact of this shift on sustainable teaching and learning in schools in Ekiti State, Nigeria. It discusses the concept of emergency remote education as it relates to Nigerian education system. More importantly, it exposed the technology usage in classroom practices in Ekiti State, Nigeria vis a vis, the experiences of teachers and students in emergency remote education, highlighting the platforms employed, successes recorded and challenges encountered in the process. It was concluded that stake holders in Nigerian education system have been navigating unexplored territory to ensure continuous learning. Recommendations were made on how to improve the practice of remote education in Nigeria.
Volume: 15
Issue: 2
Page: 1642-1649
Publish at: 2026-04-23

An evaluation of student personality program in secondary schools: a systematic literature review

10.11591/ijere.v15i2.33651
Mohd Shaleh Mislan , Mohd Isa Hamzah , Khadijah Abdul Razak
The purpose of education is to uplift and develop human personality, morals, behavior, and character. Despite various initiatives and plans, the efforts to cultivate good values and character among students are increasingly challenging due to the negative influence of the local environment as well as the borderless social media. This issue called many researchers to conduct studies to evaluate the implementation of student personality programs in secondary schools, but systematic literature reviews (SLR) on this topic are still limited. Therefore, this study aims to conduct a SLR to evaluate past studies related to the assessment of student character programs. The SLR writing process was according to the preferred reporting items for systematic review and meta-analysis (PRISMA). Two main databases, namely Web of Science (WoS) and Scopus, were used to identify relevant articles and sources. Based on the thematic analysis, four main themes were found, which were behavioral, emotional, cognitive, and social. This study provides a comprehensive overview of the implementation of student character programs, which can serve as an important reference for educators to strengthen character development among secondary school students. These findings are expected to contribute to the development of more effective programs in addressing the challenges of nurturing character among the younger generation in the modern era.
Volume: 15
Issue: 2
Page: 989-1002
Publish at: 2026-04-23

Assessment of scientific competencies in secondary school students: exploring the relationships among inquiry, explanations of the physical world, and the design of technological solutions

10.11591/ijere.v15i2.37351
Angel Edwin Oblitas Silva , Giuliana Orrillo Salazar
Assessing scientific competencies in secondary education requires understanding their structural relationships, yet limited research examines these interrelationships empirically. This study investigated how scientific inquiry, explanation of physical phenomena, and design of technological solutions interact in 165 Peruvian secondary students using partial least squares structural equation modeling (PLS-SEM). Results confirmed that inquiry significantly influences both explanation and design capabilities, while explanation mediates the relationship between inquiry and design. The model demonstrated excellent fit (standardized root mean square residual (SRMR)=0.068, normed fit index (NFI)=0.912)), explaining 67.3% of variance in explanation and 71.8% in design. Findings establish inquiry as the foundational competency for developing explanatory and problem-solving abilities, supporting integrated curriculum design and sequential pedagogical approaches that prioritize inquiry development.
Volume: 15
Issue: 2
Page: 1114-1128
Publish at: 2026-04-23

Beyond numbers: a path analysis on how educational ecosystem and math interest spark excellence

10.11591/ijere.v15i2.37651
Charmaigne A. Eslabra , Roberto G. Sagge Jr. , Dolly Rose F. Temelo , Danilo M. Parreño , Tedric Dave E. Senosa , Peter Ernie D. Paris , Garry C. Cachuela , Sybel Joy F. Labis , Salvador P. Bacio Jr.
Mathematics achievement reflects a web of social, environmental, and motivational forces. This study examined how parental involvement, peer influence, and school support relate to mathematics interest and academic performance among Philippine Science High School (PSHS)–Western Visayas Campus scholars. Using a quantitative descriptive–correlational design, 251 students were selected through proportionate stratified random sampling. Data were collected through Google Forms using the 30-item mathematics interest inventory (MII) (4-point Likert; expert-validated; α=0.899), the 45-item educational ecosystem inventory (EEI) measuring family, peer, and school support (4-point Likert; expert-validated; α=0.910), and official mathematics grades as the achievement indicator. Descriptive statistics and correlation analyses were computed as prerequisites, then relationships were tested through path analysis in a structural equation modeling (SEM) framework, including estimation of direct, indirect, and mediated effects. Results indicated that parental involvement, peer influence, and school support significantly strengthened mathematics interest and were associated with higher mathematics achievement, with the final SEM demonstrating satisfactory model fit. Mathematics interest emerged as a significant mediator, particularly in the link between school support and performance, underscoring interest as a motivational conduit between context and outcomes. Recommendations include strengthening home–school partnerships, institutionalizing peer mentoring, and expanding interest-based pedagogies and opportunities, with continued program evaluation to sustain high performance in science, technology, engineering, and mathematics (STEM)-focused schools.
Volume: 15
Issue: 2
Page: 1037-1050
Publish at: 2026-04-23

Policies and guidelines for non-formal education retention in the digital age

10.11591/ijere.v15i2.38371
Chuleerat Charoenporn , Montouch Maglumtong , Tanpat Kraiwanit
Centering on the Office of Non-Formal and Informal Education (ONIE) Center in Bangkok, this study examines the multifaceted drivers of student dropout within Thailand’s evolving non-formal education system. Employing binary logistic regression on data collected from 428 learners, the analysis integrates demographic, familial, and psychosocial variables to identify statistically significant predictors of disengagement. Key findings reveal that exposure to violence, gender, educational attainment, and sibling-related responsibilities exert substantial influence on dropout likelihood. Specifically, learners tasked with caregiving duties or who had siblings currently enrolled in school exhibited elevated dropout risks. In contrast, those with siblings engaged in employment showed a comparatively lower propensity to disengage from education, suggesting a protective economic and emotional buffer. Notably, over 70% of participants reported prior experiences of violence—a psychosocial factor that emerged as a salient predictor, underscoring the compounded vulnerabilities faced by marginalized learners in urban settings with limited support infrastructure. The final regression model demonstrated strong sensitivity in identifying high-risk individuals and moderate explanatory power (Nagelkerke R²=0.211). These results underscore the imperative for multi-level intervention strategies that address both academic and emotional constraints. By elucidating the intersecting structural and psychosocial dimensions of dropout behavior, this study offers actionable insights to inform targeted retention policies and enhance learner persistence in Thailand’s non-formal education landscape.
Volume: 15
Issue: 2
Page: 1836-1852
Publish at: 2026-04-23

Unlocking academic potential: framework for effective research utilization and commercialization in higher education institutions

10.11591/ijere.v15i2.36233
John Joshua Federis Montañez , Anna Liza Mendrique Mateo
Traditional academic research pathways in higher education institutions (HEIs) often emphasize publication and extension activities, while the utilization and commercialization of research outputs remain underdeveloped. This study aims to assess the institutional readiness, strategies, challenges, and success metrics related to research utilization and technology commercialization in state universities and colleges (SUCs), and to develop a framework to strengthen entrepreneurial and innovation-driven practices in HEIs. A mixed-methods approach was employed, combining case study analysis with a survey of nine SUCs in the Bicol Region, Philippines. The survey instrument was developed through key informant interviews (KIIs) and focus group discussions (FGDs) with experts in technology transfer and intellectual property (IP) management, and demonstrated excellent reliability (Cronbach’s α=0.92). Results indicate that all participating SUCs have dedicated offices for IP management and technology transfer, reflecting a high level of institutional readiness. However, major challenges persist, including limited funding, weak industry linkages, gaps in IP policy implementation, and the absence of sustainable revolving funds. Success in commercialization is primarily measured through patent filings, licensing agreements, and revenue generation, with limited use of qualitative impact indicators. The study concludes that while SUCs exhibit strong structural readiness, strengthening policy coherence, funding mechanisms, industry collaboration, and commercialization culture is essential. The proposed framework provides a practical guide for enhancing research utilization and commercialization in HEIs.
Volume: 15
Issue: 2
Page: 1091-1102
Publish at: 2026-04-23

A multi-group structural equation modelling analysis for the impact of digital art on critical thinking across language contexts

10.11591/ijere.v15i2.37759
Gulvira Togabayeva , Rabilova Zoya , Miyat Janayev , Gulnar Shaizadanova , Anarbek Kozybay
This study investigates the structural relationships among creativity (Crtvt), technological adaptability (TchAd), problem solving (PrblS), analytical thinking (Anlyt), and self-reflection (SlfRf) in the context of digital art education. A total of 249 students from three higher education institutions in Kazakhstan participated in the study. Using a 25-item Likert-scale instrument, data were collected from students instructed in either Kazakh or Russian. Structural equation modeling (SEM) with multi-group analysis was employed to test a theoretically grounded model of critical thinking development through digital art. The results revealed that Crtvt and TchAd significantly predicted students’ problem-solving abilities, which in turn emerged as the strongest predictor of both Anlyt and SlfRf. Crtvt also had moderate direct effects on these higher-order thinking outcomes, while TchAd showed a stronger influence on PrblS and SlfRf than on Anlyt. Multi-group analysis indicated that the measurement and structural models were invariant across language groups.
Volume: 15
Issue: 2
Page: 1676-1686
Publish at: 2026-04-23

Integrating generative AI in higher education for lifelong learning

10.11591/ijere.v15i2.36796
Mozaffar Alam Chowdhury , Toong Hai Sam , Md. Sohel Rana , Khan Sarfaraz Ali , Whee Yen Wong , Hasanuzzaman Tushar
This study investigates the impact of generative artificial intelligence (GenAI) on learning outcomes (LO) and lifelong skills (LLS) within higher education, emphasizing ethical considerations. Employing a quantitative approach, data was collected from 180 students via a questionnaire, examining their AI usage in education. Structural equation modeling (SEM) using SmartPLS 4.1.0.9 was used to analyze the relationship between GenAI use, LO, and LLS. Findings reveal that GenAI can enhance LO, personalize learning experiences, and contribute to developing crucial LLS. However, the study highlights the importance of ethical guidelines to prevent academic dishonesty. This research contributes to the existing literature by exploring the link between GenAI use, LO, and the development of LLS. Practically, it demonstrates that ethical GenAI use promotes both LO and LLS among higher education students, aligning with the sustainable development goals (SDGs) of inclusive and equitable quality education and lifelong learning opportunities.
Volume: 15
Issue: 2
Page: 1415-1425
Publish at: 2026-04-23

Adoption of artificial intelligence tools for academic writing

10.11591/ijere.v15i2.37993
Nguyen Thu Hoai , Lai Thi Thu Thuy
The rapid advancement of artificial intelligence (AI) presents both significant opportunities and challenges for academic writing. This study investigates the factors influencing the adoption of AI writing tools among lecturers in Vietnam by proposing an integrated theoretical framework that combines the unified theory of acceptance and use of technology (UTAUT) with perceived risk theory (PRT). The model incorporates performance risk (PR) and ethical risk (ER) as key inhibitors alongside the core UTAUT constructs. Data were collected through a cross-sectional survey of 404 lecturers from public universities across North, Central, and South Vietnam, including both public and private educational institutions, and analyzed using structural equation modeling (SEM). The results show that the proposed model has strong explanatory power, accounting for 77.9% of the variance in behavioral intention (BI) and 75.3% in use behavior (UB). All seven hypotheses were supported. Performance expectancy (PE) was the most potent predictor of intention, while PR was the strongest deterrent. Facilitating conditions (FC) and BI were found to be critical antecedents of actual use. The study contributes by empirically validating an integrated UTAUT–PRT framework in the context of AI writing tool adoption. The findings suggest that universities should prioritize performance-enhancing support mechanisms and risk-mitigation policies to promote responsible AI adoption.
Volume: 15
Issue: 2
Page: 1737-1748
Publish at: 2026-04-23

Enhancing reading skills among pre-service primary school teachers in Kazakhstan

10.11591/ijere.v15i2.38719
Lazzat Sapartayeva , Sharban Maigeldiyeva
Educators rely heavily on reading proficiency, but the reading habits of prospective teachers and their preparedness in teaching methods are frequently disregarded. In Kazakhstan, the preparedness of pre-service teachers to promote reading is still not fully understood despite the current educational reforms. This study fills the gap by offering Kazakhstan-focused knowledge on pre-service teachers’ reading habits and structural obstacles via a thorough mixed-methods approach. An explanatory sequential design was utilized. Data from 205 female pre-service primary school teachers at four universities in regions including Pavlodar, Karaganda, Shymkent, and Almaty were analyzed with the aid of descriptive statistics and analysis of variance (ANOVA). Data from 27 semi-structured interviews were evaluated through thematic analysis. The quantitative data showed a mix of opinions about leisure reading (mean (M)=3.09, standard deviation (SD)=1.44) and inadequate university preparation for teaching reading (M=3.05, SD=1.37). Participants reported digital reading fatigue with an average score of 3.07 and SD of 1.38, despite having frequent access to digital text. The qualitative data showed that time constraints (68%), academic overload (52%), and limited inclusion of practical applications in coursework were the primary obstacles. For Kazakhstani universities to develop effective future literacy role models, they must shift from purely theoretical instruction. Updating curricula with contemporary, culturally relevant texts and incorporating hands-on, peer-facilitated reading exercises is strongly advised to foster teacher confidence in instructional methods.
Volume: 15
Issue: 2
Page: 1728-1736
Publish at: 2026-04-23

The influence of training, subjective norms, and self-efficacy on entrepreneurial passion and intention of engineering students

10.11591/ijere.v15i2.36289
Trieu Khoa Nguyen , Ninh Gia Nguyen
Entrepreneurial passion and intention are critical drivers of innovation and economic development. However, empirical studies have primarily focused on business and social science students and have not yet extensively studied engineering students. This study examines how entrepreneurship training influences entrepreneurial passion and intention among engineering students, focusing on the mediating roles of subjective norms and entrepreneurial self-efficacy (ESE). Using a cross-sectional survey design, data were collected from 368 final-year engineering students at the Industrial University of Ho Chi Minh City, Vietnam, and analyzed with partial least-squares structural equation modeling (PLS-SEM). Importance–performance map analysis (IPMA) was also employed to identify the most influential predictors. Results reveal that entrepreneurship training enhances both subjective norms and ESE, which significantly fosters entrepreneurial passion, while entrepreneurial passion strongly predicts entrepreneurial intention. Mediation analyses confirmed that subjective norms and ESE partially mediate the effect of entrepreneurship training on entrepreneurial passion. Theoretically, the study extends social cognitive theory (SCT) by demonstrating how personal and contextual factors jointly shape entrepreneurial passion and intention. Practically, the findings highlight the need for entrepreneurship programs in engineering education to emphasize experiential learning, confidence building, and supportive social environments that strengthen entrepreneurial mindsets.
Volume: 15
Issue: 2
Page: 1051-1059
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
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