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29,167 Article Results

Optimized passive and active shielding of magnetic induction generated by ultra-high-voltage overhead power lines

10.11591/ijece.v15i6.pp5144-5161
Salah-Eddine Houicher , Rabah Djekidel , Sid Ahmed Bessidek
This paper presents computational modeling to assess and limit the magnetic induction levels emitted by an extra-high-voltage (EHV) overhead transmission line of 750 kV using the fundamental principle of Biot-Savart law in magnetostatics. An optimization technique based on the grey wolf optimizer (GWO) algorithm is employed to determine the appropriate location of the passive and active loop conductors, and the associated parameters to shielding to achieve better compensation of magnetic induction in an interest zone. The resulting magnetic induction of the ultra high voltage (UHV) overhead power line exhibits a crest value of 27.78 μT at the middle of the right-of-way, which can be considered unacceptable by strict protection standards. Generally, the magnetic compensation loops optimally located under the phase conductors of the power transmission system reduce the magnetic induction levels along the transmission line corridor. The passive loop attenuates the maximum magnetic induction by a rate of 29.7%. Therefore, the performance of the active loop is better; it provides a greater reduction with a rate reaching 53.24%. The simulation results were tested with those derived by the elliptical polarization process. An excellent concordance was found, which made it possible to ensure the adopted method.
Volume: 15
Issue: 6
Page: 5144-5161
Publish at: 2025-12-01

Identification types of plant using convolutional neural network

10.11591/ijece.v15i6.pp5827-5836
Radityo Hendratmojo Jati Notonegoro , Hustinawaty Hustinawaty
Artificial intelligence can be implemented in fields that related to environmental education by providing knowledge for taxonomy which recognize and identify plant species based on its features. The variety of plant species that inhabit in a certain area allows many plant species to be found that look similar so that difficult to distinguish and recognize a particular plant. Convolutional neural network (CNN) often used in object detection, you only look once (YOLO), one of CNN’s object detections, could identify object in real time and obtained good performance and accuracy in several researched. However, no studies have ever identified a plant from its flowers, leaves, and fruits. Therefore, the main object of this paper is identified types of plant with CNN (YOLOv8). The YOLOv8 model with 0.01 learning rate, 32 batch size, stochastic gradient descent (SGD) optimizer obtained highest precision of 69.62% and F1 score of 61.22%, recall of 54.73%, mAP50 and mAP50 – 90 on the training data of 57.61% and 42.49%.
Volume: 15
Issue: 6
Page: 5827-5836
Publish at: 2025-12-01

Change management in higher education: unveiling employee responses at a regional state university in the Philippines

10.11591/ijere.v14i6.36284
Roy F. Fiedacan , Philip R. Baldera , Emelyn R. Villanueva , Reynaldo P. Ramos , Emelia B. Ramos
This study examines the perceptions and lived experiences of employees at Romblon State University (RSU) in response to organizational change and the influence of academic leadership. A hermeneutic phenomenological approach was applied involving 12 purposively selected employees from different campuses and academic ranks. Data collection methods included semi-structured interviews and focus group discussions (FGDs). Thematic analysis produced five themes: perceptions of change as a strategic necessity, areas identified for improvement, reactions to the rationalization plan, employee adaptation, and leadership’s central role in facilitating change. Findings point to both opportunities and challenges within institutional transformation, emphasizing the importance of effective communication, leadership engagement, and employee participation. Based on these results, the study proposes the framework consisting of resource optimization, adaptation, vision, enhancements, and the role of leadership to guide change processes (RAVER). The framework provides practical guidance for higher education leaders aiming to build a responsive and resilient organizational culture. This study contributes theoretical and practical insights by showing how phenomenological inquiry can enrich models of change management in Philippine higher education.
Volume: 14
Issue: 6
Page: 4903-4915
Publish at: 2025-12-01

The adaptation of Venezuelan migrants from an educational perspective in Peru and Ecuador

10.11591/ijere.v14i6.33543
Yoya Flores–Pérez , Olga Mendoza-León , Luz Cruzado Saucedo , Juan Carlos Rodríguez-Soto
Migration processes in the world promote socio-cultural, environmental and economic changes. The migrant population commonly suffers from discrimination, xenophobia, and labor abuse, with the educational level being a very important incentive for the adequate adaptation of the migrant. Peru and Ecuador host close to two million migrants; therefore, we sought to identify the educational level, living conditions, environmental care, and labor conditions of the migrant population and the level of association between them. For this purpose, a descriptive, non-experimental, cross-sectional study was carried out using a 24-question questionnaire to 120 migrants over 18 years of age who voluntarily participated in the study. The results showed that 50% had a fair level of education, 35% had a poor level, and only 15% had a good level. A total of 56.67% had a poor standard of living, 33.33% a fair standard of living, and 10% a good standard of living. There were 96.67% reported a good level of care for the environment. The 57.5% have poor working conditions; 40.83% regular, and 1.67% good. The study concludes that a good educational level allows a better adaptation process; likewise, educational level was significantly associated with living and working conditions.
Volume: 14
Issue: 6
Page: 4655-4662
Publish at: 2025-12-01

Perceptions and institutional readiness for generative AI adoption in education using a multi-method approach

10.11591/ijere.v14i6.35245
Ken Gorro , Elmo Ranolo , Lawrence Roble , Adrian Ybañez , Anthony Ilano , Joseph Pepito , Rue Nicole Santillan , Cesar Ranolo , Emardy Barbecho , Purity Mata , Anna Marie Neiz
The rapid emergence of generative artificial intelligence (GenAI) tools like ChatGPT is reshaping educational practices, presenting both transformative opportunities and institutional challenges. This study offers a novel, integrative framework for understanding the adoption of GenAI tools in higher education by combining quantitative and qualitative analyses within a hybrid methodological design. Specifically, it is the first to incorporate the analytical hierarchy process (AHP), fuzzy decision-making trial and evaluation laboratory (Fuzzy DEMATEL), and the extended technology acceptance model (ETAM) in a unified model of adoption, augmented by thematic analysis of user experiences. A stratified random sample of 1,297 participants—comprising 1,191 students and 105 faculty members from various departments—ensured proportional representation across the university. AHP was employed to prioritize key adoption criteria, Fuzzy DEMATEL uncovered the causal interdependencies among constructs, and ETAM validated the direct and indirect effects influencing behavioral intention. Thematic analysis provided contextual depth regarding institutional barriers and individual perceptions. Findings reveal that attitude toward GenAI and intention to use (IU) are the strongest drivers of adoption. Notably, university support (US) emerged as a central enabler, significantly influencing both awareness and perceived usefulness (PU). This study contributes a comprehensive and multi-method framework that educational institutions can use to ethically, effectively, and equitably integrate GenAI technologies into academic ecosystems.
Volume: 14
Issue: 6
Page: 4770-4784
Publish at: 2025-12-01

Adaptive tilt acceleration derivative filter control based artificial pancreas for robust glucose regulation in type-I diabetes mellitus patient

10.11591/ijece.v15i6.pp5297-5313
Smitta Ranjan Dutta , Akshaya Kumar Patra , Alok Kumar Mishra , Ramachandra Agrawal , Dillip Kumar Subudhi , Lalit Mohan Satapathy , Sanjeeb Kumar Kar
This study proposes an Aquila optimization–based tilt acceleration derivative filter (AO-TADF) controller for robust regulation of blood glucose (BG) levels in patients with type-I diabetes mellitus (TIDM) using an artificial pancreas (AP). The primary objective is to develop a controller that ensures normo-glycemia (70–120 mg/dl) while enhancing stability, accuracy, and robustness under physiological uncertainties and external disturbances. The AO algorithm tunes the control gains of the TADF controller to minimize the integral time absolute error (ITAE), ensuring optimal insulin infusion in real time. The AO-TADF controller introduces a filtered structure to improve the dynamic response and noise rejection capability, effectively handling the nonlinear nature of glucose-insulin dynamics. Simulation results demonstrate that the proposed approach achieves a faster settling time (230 minutes), lower peak overshoot (3.9 mg/dl), and reduced noise (1%) compared to conventional proportional integral derivative (PID), fuzzy, sliding mode (SM), linear quadratic gaussian (LQG), and H∞ controllers. The closed-loop system achieves a stable glucose level of 81 mg/dl under varying meal and exercise disturbances, validating the superior performance and robustness of the AO-TADF approach.
Volume: 15
Issue: 6
Page: 5297-5313
Publish at: 2025-12-01

Proposal for a learner model adapted for personalized tutoring based on IMS-LIP and PAPI

10.11591/ijere.v14i6.33366
Soukaina Nai , Amal Rifai , Abdelalim Sadiq , Bahaa Eddine Elbaghazaoui
The effectiveness of online tutoring systems largely depends on their ability to adapt to the individual needs of learners, to personalize learning activities, and to provide immediate and effective assessment and remediation. This effectiveness can only be ensured if accurate information is available regarding learners’ progress and learning profiles. In this article, we aim to propose a learner model tailored to the specificities of our academic support system, incorporating learning functions that enable personalized tutoring based on students’ needs. For this purpose, this study began with a literature review of existing learner models. We focused on five representative samples of the most widely used learner models in current learning systems: instructional management system-learner information package (IMS-LIP), public and private information for learners (PAPI), CARCHIOLO, knowledge on demand (KOD), and learner model for personalized adaptation (LMPA). We examined their characteristics and then compared them based on the following criteria: adaptability, user preferences, personalized learning, pedagogical requirements, assessment, and remediation, to evaluate their potential for integration into our system. The study revealed that these models present several limitations, which led us to propose a new learner model based on the PAPI and IMS-LIP standards. This proposal incorporates a semantic ontological structure that categorizes learner characteristics into six domains: preferences, pedagogy, administration, identification, learning, and assessment. The proposed model represents a promising solution for adapting learning processes to individual learner profiles, thereby fostering more effective and engaging educational experiences.
Volume: 14
Issue: 6
Page: 4375-4388
Publish at: 2025-12-01

Post-pandemic barriers to inferential and critical reading: a mixed-methods study

10.11591/ijere.v14i6.34709
Josh Erick G. Albarico , Marcelina S. Deiparine
The Program for International Student Assessment (PISA) 2018 and 2022 results expose the alarming problem in the Philippines’ reading comprehension, a situation worsened by pandemic-related disruptions. This study investigates the specific reading comprehension skills where students struggle most and the factors contributing to these difficulties in a post-pandemic context. Using an explanatory sequential design, the researchers conducted reading assessments for the 30 grade 7 students, followed by interviews with 12 students and 5 teachers selected through purposive sampling. Descriptive statistics indicated that students faced the most challenges with inferential and critical-level skills, highlighting gaps in higher-order thinking. Thematic analysis identified contributing factors, including lack of reading engagement, lack of linguistic competence, remote learning repercussions, challenges from screen dependency, and environmental influences. These challenges highlight the long-term impact of the pandemic on reading development. To address this, the educational system must strengthen teacher training in reading instruction to promote active student engagement. Educators are encouraged to develop age- and interest-appropriate reading materials, use technology in reading instruction, and foster collaboration between schools, communities, and families. Targeted interventions are essential to rebuild and enhance students’ reading comprehension skills, ensuring they can meet the demands of higher-order thinking in a post-pandemic world.
Volume: 14
Issue: 6
Page: 5161-5173
Publish at: 2025-12-01

Training pedagogical competence for teachers: a bibliometric analysis using the Scopus database

10.11591/ijere.v14i6.28314
Viet Nga Thi Nguyen , Phuong Lien Lai
Pedagogical competence training for teachers is an intensive training process to improve teachers’ knowledge, skills, and teaching ability. The change in teaching and research and the development of science and technology have affected the training of pedagogical competency for teachers in many countries. An analysis of the publications related to these paints a general picture of significant trends and contributions by scientists and has implications for policymakers and researchers alike. The study used bibliographic analysis to analyze 344 documents extracted from the Scopus database related to pedagogical competence training for teachers. The results show that the number of studies on this topic increased sharply, especially from 2015 to 2022 and mainly from studies in the United States and developed countries. In addition, the most concerning issues are higher education, professional development, and teacher training. Policymakers and researchers can find prominent authors, influential studies, and regularly published journals on teacher training to read and write about. Further studies based on a combination of bibliographic analysis and other methods may help paint a deeper picture of the research findings on this topic.
Volume: 14
Issue: 6
Page: 5014-5028
Publish at: 2025-12-01

University students’ perceptions on developing constructivist learning approach in classroom settings

10.11591/ijere.v14i6.35117
Cuc Thi Doan , Tuan Van Vu , Ai Nhan Nguyen
This study investigated tertiary students’ perceptions regarding constructivist learning in the context of higher education in Vietnam. It aimed to examine the general perceptions of university students towards constructivist learning and the effects of constructivist learning on students’ learning outcomes. It also examined the conditions that make students more likely to embrace or resist these approaches. The study evaluated the engagement of students in problem-solving activities through the use of constructivist learning methods. A mixed-methods approach was employed, combining both quantitative and qualitative data. Specifically, the study involved a survey of 384 students from Hanoi Law University, using a researcher-made Likert-scale questionnaire and semi-structured interviews of 20 students from the sample. While descriptive and inferential statistics were used to analyze the quantitative data, the qualitative data were thematically analyzed for common themes and patterns. The results indicate that although the participants acknowledge the benefits of constructivist methods, particularly in fostering critical thinking and problem-solving, there is still uncertainty about their ability to engage in a self-directed learning approach. The findings suggest that while the constructivist approach has been recognized, practical efforts have not been made in teaching practices, teacher training, and assessment methods to create an interactive, student-centered learning environment in Vietnam.
Volume: 14
Issue: 6
Page: 4264-4275
Publish at: 2025-12-01

Simulation and experimental validation of modular multilevel converters capable of producing arbitrary voltage levels using the space vector modulation method

10.11591/ijece.v15i6.pp5234-5248
Tran Hung Cuong , Pham Chi Hieu , Pham Viet Phuong
Modular multilevel converters (MMC) used forDC-AC energy conversion are becoming popular to connect distributed energy systems to the power systems. There are many modulation methods that can be applied to the MMC. The space vector modulation (SVM) method can produce a maximum number of levels, i.e., 2N+1, in which N is the number of sub- modules (SMs) per branch of the MMC. The SVM method can generate rules to apply to MMCs with any number of levels. The goal of this proposal is to easily expand the number of voltage levels of the MMC when necessary while still ensuring the quality requirements of the system. The proposed SVM method only selects the three nearest vectors to generate optimal transition states, therefore making the computations simpler and more efficient. This has reduced the computational load when compared to the previously applied SVM methods. This advantage ensures an optimal switching process and harmonic quality which will significantly improve the effectiveness of the proposed method was demonstrated through simulations on MATLAB/Simulink and experimental tests on 13-levels voltage MMC converter system using a 309 field-programmable gate array (FPGA) kit.
Volume: 15
Issue: 6
Page: 5234-5248
Publish at: 2025-12-01

The impact of work concerns on teaching effectiveness: evidence from Chinese private universities

10.11591/ijere.v14i6.35367
Liang Mingyu , Mohd Khairuddin Abdullah , Connie Shin
Understanding how young teachers cope with work concerns is crucial for improving teaching quality in Chinese private higher education. This study investigates the relationship between different stages of such concerns and teacher effectiveness of young lecturers in private universities. These lecturers often face workload pressure andlack of career supports, which may influence their effectiveness and professional development. This research involved 416 full-time lecturers under the age of 40 from Shandong Province. The sample was determined using Krejcie and Morgan’s formula and selected through a multi-stage sampling method. Private universities were stratified into four categories, one university from each category was purposively selected, and participants were randomly sampled. Data were gatheredthrough a structured questionnaire adapted from the stages of concern (SoC) and the school teacher effectiveness questionnaire (STEQ). Pearson correlation, multiple regression, and structural equation modeling (SEM) were conducted for analysis. The results show that task concerns and impact concerns significantly influenced teacher effectiveness across instructional planning and strategies, assessment, and learning environment. In contrast, self-concerns showed weaker influence. These findings suggest that work concerns reflect not only stress but also deeper professional motivation, pointing to the need for more purposeful supports to increase teacher effectiveness and career growth.
Volume: 14
Issue: 6
Page: 4604-4613
Publish at: 2025-12-01

Assessment strategies in digital learning environments: insights from teacher education institutions

10.11591/ijere.v14i6.35270
Martin Jr., L. Nobis , Benjielen C. De Guzman , Alegria P. Cui , Jennifer G. Evardone , Elena M. Pulga , Catherine L. Caparroso , Lourdes Hyacinth A. Sabalza , Amabelle C. Nobis
This study explores the adaptation of assessment strategies in teacher education programs within digital learning environments (DLEs). The perspectives and experiences of faculty members from teacher education institutions (TEIs) were analyzed using an embedded mixed-methods approach. The findings reveal significant advancements in enhancing instructor digital literacy and student engagement with DLEs. However, challenges such as the authenticity of assessments and increased student workload were identified. Faculty members recommended frequent feedback and authentic evaluations to address these issues. The study also highlights areas for improvement, including the diversification of evaluation tools, broader technology integration, and additional administrative support. These insights are crucial for TEIs to refine their assessment processes in DLE-based teacher training programs and contribute to ongoing discussions in ASEAN teacher education and global educational development.
Volume: 14
Issue: 6
Page: 4724-4733
Publish at: 2025-12-01

Professional training of future primary school teachers in the context of Kazakh ethnopsychology and ethnopedagogy

10.11591/ijere.v14i6.32273
Serikkhan Zhuzeyev , Manat Zhailauova
Within the realm of primary education, the educational content and structure for the present youth generation are aligned with state regulations and rooted in the national values and traditions of the people. National education content should be integrated into primary school programs, with a focus on nurturing it through the ethnopsychological features and ethnopedagogical traditions of the nation. With that in mind, this study aims to enhance the ethnopedagogical and ethnopsychological professional qualifications of primary school teachers with focus on their ability to incorporate Kazakh national spiritual values and traditions in educational process. Research methodology includes theoretical instruments, consisting of analytical, and synthetic techniques, as well as pedagogical experiment, conducted via elective course “developmental and pedagogical psychology” among two groups of third-year university students from the department of primary education. To evaluate the effectiveness of the teacher training techniques, proposed in this study, we conducted and compared results of preliminary and final assessment of students’ professional competence. The research outcomes show the beneficial nature of training techniques and include an analysis of the content of the training carried out. These research findings can be applied in the further development of the fields of pedagogy and primary school methodology.
Volume: 14
Issue: 6
Page: 4700-4710
Publish at: 2025-12-01

Enhancing character strengths and resilience in primary education: an online Quranic stories-based program

10.11591/ijere.v14i6.34091
Samir Ahmed Zekary , Gomaa Zakaria Saleh , Ashraf Ragab Ibrahim , Elsayed Atef El-Hashimi , Mustafa Mohamed Yussuf , Mohamed Ali Nemt-allah
This study investigated the effectiveness of an online Quranic stories-based program in enhancing character strengths and resilience among primary school students. Using a randomized controlled design, 64 students (aged 11-13 years) from Housh Eissa School in Egypt were assigned to experimental (n=33) and control (n=31) groups. The intervention involved ten online sessions on five major Quranic civilizations, measuring character strengths and resilience using the validated 23-item character strengths test and ego-resiliency scale. Data were collected at three time points: pre-intervention, post-intervention, and two-month follow-up. The results demonstrated significant improvements in the experimental group across all 23-character strength dimensions (p<.01, partial η² ranging from .116 to .529) and resilience (F=34.245, partial η²=.529). Notable enhancements were observed in judgment (F=11.775, partial η²=.279), self-control (F=10.269, partial η²=.252), and beauty appreciation (F=10.824, partial η²=.262). These improvements were maintained during the follow-up period, with the experimental group consistently outperforming the control group. The study suggests that online Quranic stories-based interventions can effectively enhance character strengths and resilience in primary school students, demonstrating a promising approach for character education.
Volume: 14
Issue: 6
Page: 4992-5002
Publish at: 2025-12-01
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